2015-2016
i
TABLE OF CONTENTS
Letter to Parents and Students
...................... 1
Administrative/Guidance Directory
...................... 2
Promotion - Graduation Requirements
Course Requirements for Graduation
Grading/GPA Scale
Class Rank
Honor Roll Requirements
Physical Education Requirements
...................... 3
.................. 4-5
...................... 5
...................... 6
...................... 6
...................... 6
Grading
Incomplete Grades
Final Exam Policy
Progress Reports
Report Cards
Extra Help / Make-up Work
...................... 6
.................. 6-7
...................... 7
...................... 7
...................... 7
...................... 7
Schedule
Course Selection—Online Registration
Rotating Schedule
Odd and Even Days on the School Calendar
Add/Drop Period
Post-secondary Linkages/Activities
Dual Enrollment
Cooperative Education Program
Summer School
Credit Recovery
.................. 7-8
...................... 9
...................... 9
................ 9-10
.................... 10
.................... 10
.................... 10
.............. 10-11
.................... 11
Career Vocational Technical Education Programs
Ninth Grade Exploratory Program
Safety
Automotive Collision Repair & Refinishing
Automotive Technology
Computer Information Systems
Construction Technology
Cosmetology
Culinary Arts
Design & Visual Communications
Drafting/CAD
Early Education & Care
Electrical Technology
Electronics
Engineering Technology
Graphic Communications
.................... 12
.................... 12
.................... 13
.................... 14
.................... 15
.............. 16-17
.............. 17-18
.............. 18-19
.............. 19-21
.............. 21-22
.............. 22-24
............. .24-25
.............. 25-26
.............. 26-28
.............. 28-29
.............. 30-31
ii
Health Assisting
Heating, Ventilation, Air Conditioning & Refrigeration
Legal and Protective Services
Metal Fabrication & Joining Technologies
.............. 31-32
.............. 32-33
.................... 33
.............. 34-35
Academic Courses & Programs
Academic Courses
Team Teaching
Special Education Instruction
English Language Arts
Mathematics
Science
Social Studies
Physical/Health Education
Supplemental/Remediation
English as a Second Language
Special Education Instruction/P.A.S.S.
Electives
.................... 36
............. 37-38
.................... 38
.............. 38-39
.............. 40-44
.............. 45-49
.............. 50-54
.............. 55-58
.............. 59-61
.................... 62
.................... 62
.................... 63
.............. 64-67
Appendix A
Massachusetts State University Requirements
.............. 67-70
Appendix B
Admission Policy
.............. 70-85
iii
Dear Parents and Students,
The Program of Studies provides a complete listing of vocational programs and academic course
offerings for the upcoming school year. Please take the opportunity to review the Program of
Studies. Blue Hills continues to add a variety of academic elective course options. As a result,
students and parents are asked to consult with administration, faculty members, guidance
counselors and the BHR website (www.bluehills.org) in order to seek information and/or advice
before making course selections.
The Program of Studies, as well as additional forms and procedures will be available to you
through our website (listed above).
Please keep the following in mind:

The ability to accommodate requests for schedule changes is minimal once the school
year begins. Careful consideration should be exercised when selecting courses.

The determination of which courses will run is based upon the number of students
selecting each course, and the constraints of the school’s master schedule.

All students will have their Vocational Program (Exploratory for Freshmen), as well as
other programs such as supplementary classes, added to their schedule as needed or as
necessitated through testing results and/or IEP requirements.
Blue Hills has a tradition of preparing students for future technical employment and continued
education. We invite you to be part of that tradition.
Regards,
Jill Rossetti
Principal
The Blue Hills Regional Technical School District is an equal opportunity educational institution. All programs, courses of study
and activities are open to all students without regard to race, color, gender, religion, national origin or handicap. The School
District is in full compliance with Massachusetts Law, Chapter 622 of the Acts of 1971, and Title IX of the Education
Amendments of 1972 (U.S. Code), and section 504 of the Rehabilitation Act of 1973. Individuals may make inquiries relative to
Chapter 622 and Title IX from the coordinator, at the school address or by phoning 781-828-5800.
1
ADMINISTRATIVE / GUIDANCE DIRECTORY
ADMINISTRATION
781-828-5800
Administrator
Jill Rossetti
Thomas Cavanaugh
Angelo Dimitriou
Geoff Zini
Frank Howley
Marybeth Joyce
Kim Poliseno
Assistant
Principal
Dean of Students
Student Services Director
Academic Director
Vocational Director
Director of Admissions
Co-op Coordinator
Cindy Fama
Julie Pica
Tracy Monti
Courtney Wall
Deb Beane
Carol Martins
N/A
GUIDANCE DEPARTMENT DIRECTORY
(781) 828-5800
Ms. Marie Russo, Secretary
Ms. Sarah Titus, Lead Counselor
Ms. Emily Stempler, Counselor
Mr. John Henry Davis, Counselor
Ext.
261
235
227
253
230
229
327
Ext.
232
220
225
219
2
PROMOTION - GRADUATION REQUIREMENTS
As a student at Blue Hills, you will spend approximately half of your time at BHR in vocational technical programs and the other half of your time in academic classes, on an alternating week basis.
During your four years, you must earn a prescribed number of credits (see page 5-6 in this handbook)
in your vocational program and academic classes in order to satisfy our local graduation
requirements. Throughout your time here, you and your families will have opportunities to select
classes in English, Mathematics, Science, Social Studies, Physical Education/Health and Electives
that you find interesting, challenging, and meet your needs for your goals regarding higher education
and/or future employment. Guidance counselors, teachers, and administrators are all here to help you
make choices regarding which classes can help you build a strong foundation from which you can
expand your interests and skills toward a rich and rewarding post-graduate path.
Promotion and graduation requirements are as follows:
 Year-long academic classes that meet for two periods each day are worth TWO (2)
credits
 Year-long academic classes that meet for one period each day are worth ONE (1) credit
 Half-year academic classes that meet for one period each day (or any one-period classes
that meet on an alternating day schedule) are worth HALF (.5) of one credit
 Full participation in the career vocational technical education program, as well as its
technical/related class, is worth EIGHT (8) credits
 Beginning in school year 2015-2016, all students must earn a minimum of 17 credits
in order to be promoted to the next grade.
 MCAS Competency Determination Mandated by the DESE
 Students must either earn a scaled score of at least 240 on the grade 10 MCAS
ELA and Mathematics tests or earn a scaled score between 220 and 238 on these tests
and fulfill the requirements of an Educational Proficiency Plan (EPP).
 Students must also earn a scaled score of at least 220 on one of the high school
MCAS Science and Technology tests: Biology, Chemistry, Introductory Physics or
Technology/Engineering.
Please note:
 A yearly average of a 60 or above is required to pass a course.
 If a student fails a course for the year, they must have a minimum final average in
that course of a 49 in order to be eligible for summer school.
 Students who have questions pertaining to these credits and grading requirements
should contact their guidance counselor.
 A student will be required to attend summer school upon the accumulation of
sixteen (16) absences in order to fulfill BHR attendance requirements. An additional
course will be required for every five (5) absences accumulated after (16). All such
courses must be taken at the Blue Hills Regional Summer School. All course subjects
must be approved by the (ARB) Academic Review Board.
 An Academic Review Board meets at the end of the school year to review
individual students’ eligibility for promotion or graduation.
3
COURSE REQUIREMENTS FOR GRADUATION
While at Blue Hills, you will have many opportunities to make choices about the academic
classes and vocational programs that best meet your needs as a student. However, in order to be
eligible for graduation, you must earn the following credits over your four years as a student:
Please consult the Program of Studies at www.bluehills.org for course descriptions.
CLASS of 2016
Department/Subject
English
Mathematics
Science
Social Studies
PE/Health (alternate – P.A.S.S.)
Electives
Career Vocational Technical
Education Program (9-12, including
Exploratory)
CLASS of 2017
Department/Subject
English
Mathematics
Science
Social Studies
PE/Health (alternate – P.A.S.S.)
Electives
Career Vocational Technical
Education Program (9-12, including
Exploratory)
CLASSES of 2018
Department/Subject
English
Mathematics
Science
Social Studies
PE/Health (alternate – P.A.S.S.)
Electives
Career Vocational Technical
Education Program (9-12, including
Exploratory)
Maximum Credits Earned Toward
Graduation
8
8
6
5
4
3
32
Required Credits for Graduation
66
66
Maximum Credits Earned Toward
Graduation
8
8
6
4
4
4
32
Required Credits for Graduation
66
66
Maximum Credits Earned Toward
Graduation
8
8
6
5
4
4
32
Required Credits for Graduation
67
67
4
8
8
6
5
4
3
32
8
8
6
4
4
4
32
8
8
6
5
4
4
32
CLASSES of 2019 and after
Department/Subject
English
Mathematics
Science
Social Studies
PE/Health (alternate – P.A.S.S.)
Electives
Career Vocational Technical
Education Program (9-12, including
Exploratory)


Maximum Credits Earned Toward
Graduation
8
8
6
6
4
4
32
Required Credits for Graduation
68
68
8
8
6
6
4
4
32
Summer Reading and academic enrichment packets are required for all grades. Please
see the website for selections in the spring.
Additional selections in any of the core academic areas may be taken for elective credit,
subject to availability of the course and room in a student’s schedule.
**Students must meet the MCAS scaled score of 240 in ELA and mathematics assessments or
score between a 220-238 and fulfill the requirements of an EPP (Educational Proficiency Plan).
In addition, students must earn at least 220 in one of the Science or Engineering assessments per
the Massachusetts Department of Elementary and Secondary Education. All students seeking to
earn a high school diploma must meet the Competency Determination (CD), in addition to
meeting all local graduation requirements.
GRADING/UNWEIGHTED GPA SCALE
The grading system for Blue Hills Regional Technical School consists of numerical grades.
Numerical grades are rounded to the nearest whole number. Grades are converted to letter grades
for transcripts. Blue Hills uses the following system in determining letter grades:
Letter Grade
Numerical Grade
Grade Point Average
A
93-100
4.0
A-
90-92
3.7
B+
87-89
3.3
B
83-86
3.0
B-
80-82
2.7
C+
77-79
2.3
C
73-76
2.0
C-
70-72
1.7
D+
68-69
1.3
D
63-67
1.0
D-
60-62
0.7
F
Below 60
0.0
5
CLASS RANK
Quality points are applied to a student’s grade point average in order to determine a Weighted
GPA. Many of the core academic classes are offered at different levels:
AP* = 4.25QP Honors * = 4 QP
College = 3 or 3.5 QP Standard or Team = 2 QP Resource/Other = 1 QP
* Honors level courses (4 Quality Points) may require Lead Teacher approval.
*AP courses require Lead Teacher and Academic Director approval.
Grade point averages (GPA) and class rank are important to students seeking scholarships,
financial assistance, and other post-secondary endeavors. GPA and class rank are calculated
using a system of levels and credits.
HONOR ROLL REQUIREMENTS
Students are placed on the Honor Roll after each quarter, provided they have earned the
following grades:
1. Students receive high honors when they receive A’s in all subjects listed on the report
card.
2. Students receive honors when they receive A’s and B’s in all subjects on the report card.
PHYSICAL EDUCATION REQUIREMENTS
Physical education, consisting of gym, wellness, pool and health, is required of all students
unless a doctor’s certificate is on file stating that participation in physical education would be
injurious to your health. One credit towards promotional/graduation requirements will be earned
each year for passing physical education/health. However, credit adjustments due to special
programs may alter some of the above requirements.
INCOMPLETE GRADES
An INC (incomplete) appearing on a report card in any given subject will indicate that a student
has failed to make up missed work. It is expected that students will complete make-up work
within three (3) weeks of returning from an extended absence unless other arrangements are
made with school officials. Instructors must obtain permission to give an incomplete to a
student from their appropriate Director. This applies to all technical classes and academic
classes.
A student receiving an incomplete grade is responsible for making arrangements with his/her
teacher(s) to make up the work within the next three week period. Failure to make up work
within the prescribed time will result in a grade of zero for the missed work and will be factored
6
in the determination of a numerical grade point average. Incompletes may not be given fourth
term.
FINAL EXAM POLICY
Final exams will be given in all academic classes to all students. This will assist in validating that
students have demonstrated mastery of key concepts and standards. Final course grades are
calculated by factoring in the four marking period grades and the final exam. The final exam is
worth 10% of the final grade.
PROGRESS REPORTS
An academic and a vocational progress report will be issued at the middle of each term for all
students. These reports indicate student performance on class/shop assignments, homework and
tests. Your parents or guardians may work with you to improve your performance and/or
prevent a failing grade. Progress reports will be issued electronically through the X2 portal.
REPORT CARDS
Report cards will be issued to students four times during the school year: November, February,
April and June. Report cards will be issued electronically through the X2 portal.
The grades for students who have transferred in from another school will be averaged into the
final grade for identical courses. The district will determine grade and credit transfer status for
students entering the Blue Hills Regional Technical School District from non-identical courses.
Credits for vocational-technical classes will be waived. A transfer student must be present for at
least four (4) weeks at Blue Hills in order for an instructor to average the grades together for the
report card.
EXTRA HELP/MAKE-UP WORK
Students are encouraged to seek support for their classes by attending extra help sessions after
school with their instructor. Instructors will be available two days per week (Monday –Thursday)
after school. It is the student’s responsibility to take the initiative in making arrangements to see
teachers for extra help or make-up work.
COURSE SELECTION—ONLINE REGISTRATION
Once your instructors have finished making recommendations for your core subjects, the X2
Student Portal window will open for your course requests. You will be able to see what classes
your teachers have recommended for you. Each spring, students will complete the X2 Online
Course Selection process. Families will be mailed home a letter with instructions on how to
access the X2 Student Portal to select classes for the next year.
7
As you prepare to make your course selections, you will want to review course descriptions
which appear in the Program of Studies by going to www.bluehills.org, Programs of Study
Link and clicking on Program of Studies (PDF format). Your guidance counselor will be
visiting your technical program to guide you through the course selection process. Careful
consideration should be exercised when selecting courses.
The determination of which courses will run is based upon the number of students selecting each
course and the constraints of the school’s master schedule.
Course Selection Process
1. Teacher Recommendations
2. Counselor approves teacher recommendations
3. Students make course selection online via the X2 Student Portal
a. Go to www.bluehills.org to access the X2 Portal
b. Students will log on using their username and password
c. Please review the course descriptions with your child in the Program of Studies
found online at www.bluehills.org
4. Counselors and Special Education liaisons review individual student selections and
counselor approves course selection
8
ROTATING SCHEDULE
Students at Blue Hills will spend approximately half of their time in a vocational-technical
program and the other half of their time in academics on an alternating week basis. For example,
students will spend five days in academics and five days in their vocational-technical program.
There are nine days in the schedule (Day A—Day I) and eight periods per day (one period is
dropped each day). Grades 9 & 11 are in academics during X Week and grades 10 & 12 are in
their vocational program. Grades 10 & 12 are in their academics during Y Week and 9 & 11 are
in their vocational program. Please see the student schedule sample below.
ODD AND EVEN DAYS ON THE SCHOOL CALENDAR
Grade 9-12 Special Education students who are enrolled in the P.A.S.S. course will alternate
between odd and even calendar days, and will share every other day of their academic week
cycles with PE/Health. Therefore, they will receive 0.5 credits for P.A.S.S. and 0.5 credits for
PE/Health.
ADD/DROP PERIOD
The Add/Drop period ensures the District’s compliance and eligibility to meet the 2011 MA
Curriculum. Students may add/drop classes with permission of their parents, instructors, lead
teachers, and the Academic Director before Friday, October 2, 2015. Students are required to go
9
to guidance to get a “Class Change Request” sheet. All signatures are required before any
changes are implemented.
POST-SECONDARY LINKAGE ACTIVITIES and SERVICES
In accordance with the definition of an articulation agreement found in the Carl D. Perkins
Career and Technical Education Improvement Act of 2006, Blue Hills Regional Technical
School’s vocational programs are linked with multiple public and private two-and four-year
colleges through articulation agreements. The intent of these agreements is to establish and foster
the linkages by which admission, college credit and advanced standing may be awarded to
vocational students who meet articulation criteria. Students who successfully complete selected
vocational programs at the secondary level are offered advanced standing and/or college credits
in these post-secondary schools, seamlessly continuing their education from one level to another
without delay or duplication.
Participating Schools:
All Massachusetts Community Colleges, Ben Franklin Institute of Technology, Central Maine
Community College, New England Institute of Technology; Universal Technical Institute; ITT
Technical Institute.
DUAL ENROLLMENT
Dual Enrollment is a cooperative program with the Massachusetts Universities and Community
Colleges enabling high school students to enroll in tuition-free or reduced-tuition college courses
while still in high school. After successful completion of a Dual Enrollment course, students will
receive college credit. (These credits cannot replace required high school credits.) Enrollment is
on a space-available basis. Classes may be taken only after regular school hours.
COOPERATIVE EDUCATION
The Co-op program provides students the opportunity to apply their technical training and
develop additional skills in a paid work environment while earning credit toward their vocational
program. The Cooperative Education program is available to eligible students in the last quarter
of their junior year and the entire senior year, pending certain requirements. See the 2015-2016
Parent/Student Handbook for details.
SUMMER SCHOOL
A student who fails their technical program is not eligible for summer school. If a student fails a
course for the year, they must have a minimum final average in that course of a 49 in order to be
eligible for summer school.
Summer School Credits: A student must achieve a minimum grade of 60% in summer school in
order to receive credit and a recordable grade of 60% on his/her transcript. All summer school or
alternate program placement must be pre-approved by the summer school administrator,
10
however, students who have exceeded the annual attendance limit must attend Blue Hills'
summer school and they will not receive academic credit for the class.
Credit Recovery Program
Students who fail one term in an academic subject may be eligible to get back on track with our
digital curriculum credit recovery program that is aligned with the MA Curriculum Frameworks.
This program has a registration fee and provides students the opportunity to recover curriculum
knowledge and skills for which they were unsuccessful. Students may be referred to the program
by teachers, counselors and administrators. Credit recovery may run during the school year.
11
CAREER VOCATIONAL TECHNICAL
EDUCATION PROGRAMS
All students at the Blue Hills Regional Technical School use one-half of their time for learning in
a specific career vocational technical program. In addition to the practical application education
that takes place in the technical area or laboratory, all programs include updated technology and
theory classes, necessary for understanding the operations and functions of the vocational area.
SkillsUSA Professional Development Program (PDP) is integrated into the curriculum to
develop professional and occupational skills.
NINTH GRADE EXPLORATORY PROGRAM
The Exploratory Program enables students to gain exposure to a variety of programs and career
choices. While exploring the different programs students will obtain valuable career information
about the industry represented in the vocational program being explored. Students will complete
several projects that give them a sense of what is required should they select the program as a
career choice.
MINI-EXPLORATORY
Two days only (one in September and one in November)
Ninth grade students will be introduced to all of the career vocational technical programs
over two separate days (eight programs at the beginning of school and the second eight
programs at the midpoint in the first semester). These short exploratory sessions give students
the opportunity to understand the basic requirements of each program, and to learn the aspects of
the many occupations and industries that the program represents.
EXPLORATORY
4 credits
All ninth grade students will spend the first semester, during the vocational week, exploring
various programs. On two separate occasions during the fall semester, (as referred to in the
previous section) students will choose three of the eight or nine programs visited during each
Mini-Exploratory; plus one nontraditional-by-gender program will be assigned. Each
Exploratory session typically runs for one week on the vocational schedule. Once the
Exploratory cycle is completed, students will select the program in which they would like to
enroll. During this cycle, students will participate in an interest survey, which serves as an aid in
their vocational program choice and final placement.
12
SAFETY IS A PRIORITY
BELOW IS AN OUTLINE OF MEASURES TAKEN TO ASSURE THAT
STUDENTS LEARN AND MAINTAIN SAFE WORK HABITS.
• During the first mini exploratory, each freshman is given a ‘General Safety Rules for
Vocational Programs’ booklet and takes a 27-question test on the information in the booklet. A
score of 100% is required, and the completed test sheets are kept in the vocational office.
• Once the Exploratory Program is over and students are placed in a career vocational technical
program they review safety. In the tenth grade, this site guides students through a series of audio
and visual tutorial sessions on general industry safety. At the end of each section, students must
take a test on the information. Successful completion of this program results in the student
receiving an OSHA 10-hour certification card.
• Students in the construction trades are required to take a 10-hour class given by one of Blue
Hills’ certified OSHA trainers. This training usually occurs during the sophomore year, and
provides each student with an OSHA 10-hour construction safety card, which is a requirement in
all construction industries.
• Each of the sixteen vocational technical programs has their own set of safety tests specific to
the equipment and materials used in their programs. Students are re-tested annually to assure
comprehension and understanding of all safety rules within their program. Vocational technical
teachers maintain these safety tests in their own student record folders.
• Each vocational technical program has a “Standard Shop Procedures” manual which covers
safety requirements for all vocational technical programs. This manual is revisited annually to
assure compliance with any new safety rules and regulations.
• The Cooperative Education Coordinator uses the Massachusetts Department of Elementary &
Secondary Education generated safety checklist prior to sending students out on Co-op. This
document is entitled “Cooperative Education Site Safety Checklist” and it assures the worksite is
safe.
• Blue Hills is also required to have a Comprehensive Health & Safety Plan, which goes into
details about our goals and requirements throughout the building. This document is reviewed
annually.
13
AUTOMOTIVE COLLISION REPAIR & REFINISHING
Automotive Collision Repair & Refinishing trains students with the latest technology through
hands-on experience in a NATEF (National Automotive Technicians Education Foundation, Inc.)
Certified shop. The curriculum is I-Car (Inter-Industry Conference on Automotive Repair) based
in accordance with established national standards. Graduates are prepared to take the ASE
(Automotive Service Excellence) tests in Auto Body Repair.
Areas of employment:
• Painter (Auto or Industrial)
• Frame Technician
• Service Representative
•Auto Assembler
•Parts Specialist
•Glass Installer
• Auto Body Equipment Sales
• Insurance Claims Adjuster
AUTOMOTIVE COLLISION REPAIR & REFINISHING I (8141)
4 credits
The first year Collision Repair student is exposed to safety in their program, the safe and proper
use of basic hand tools and the phases of metal repair, and the contours of sheet metal.
Developing good safety habits is stressed during introduction to soldering and basic
fundamentals of plastic filling and refinishing. Students develop the ability to identify, care for
and safely use power tools such as the electric and air grinder, electric and air buffer, hydraulic
jacks, and electric and air drills. Orientation to paint mixing systems is also covered.
AUTOMOTIVE COLLISION REPAIR & REFINISHING II (8143)
8 credits
In the second year, a Collision Repair student gains experience in different methods of sheet
metal repair. Skills are developed in spot welding, grinding and MIG welding, as well as
selecting the right refinishing product for a given job, mixing paint, applying paint, spot
refinishing a body panel and analyzing paint problems. Removing and filling dents, removing
and replacing bumpers, interior and exterior door handles, door glass, hood hinges and door lock
cylinders are also included.
AUTOMOTIVE COLLISION REPAIR & REFINISHING III (8145)
8 credits
Building on skills previously developed, the Collision Repair students in grade eleven gain
experiences in fiberglass methods, plastic repairs, and introduction to conventional and unitized
body frame correction. Students remove dents using resistance welding, remove and replace a
door lock assembly, replace a door glass regulator, remove and replace a fender, tailgate and
deck lid. Removing and installing a hood panel, a door and a radiator support, including the
follow-up replacement of antifreeze, are covered. Also covered are plastic repairs and panel
bonding, and an introduction to auto damage appraisal.
AUTOMOTIVE COLLISION REPAIR & REFINISHING IV (8147)
8 credits
The senior Collision Repair student masters fundamental skills that include replacing outer door
panels, inner and outer rocker panels, and frame rail sections. They also fabricate panels, replace
rear body sections and replace rear quarter panels. Students learn to repair fiberglass and SMC
panels and install decals. The business aspects of the auto body trade are also part of the
curriculum. Students learn about labor relations and how to conduct appropriate customer
relations. Emphasis is also placed on the skills required of an auto appraiser as required for
licensing as a motor vehicle damage appraiser in the State of Massachusetts.
14
AUTOMOTIVE TECHNOLOGY
Automotive Technology focuses on training students in all phases of automotive repair and
maintenance. Students learn on all types of vehicles using the latest equipment available. The
program is NATEF (National Automotive Technicians Education Foundation, Inc.) and ASE
(Automotive Service Excellence) certified in all eight areas. The ASE program received the
Award for Excellence in secondary automotive technical education in 1996 and 2001 by the
Industry Planning Council. All instructors are ASE Certified Master Automotive Technicians.
Areas of employment:
• New/Used Car Dealerships
• Engine/Transmission Rebuilding
• Rental/Fleet Operations
• Trucking Firms
• Auto Parts/Accessories
• Independent Garages
AUTOMOTIVE TECHNOLOGY I (8111)
4 credits
The ninth grade student in the Automotive Technology program after completing the exploratory
segment is introduced to the gasoline engine and its function, design and construction. The
student will have a working knowledge of various types of engines, shop safety practices, and
the proper usage of automotive tools and equipment. During the second half of the ninth grade,
students will be introduced to automotive service procedures. These services will include under
hood inspection, routine care and maintenance, along with tire, wheel and brake service.
AUTOMOTIVE TECHNOLOGY II (8113)
8 credits
The tenth grade student in the Automotive Technology program gains the needed experience in
multi-cylinder gasoline engine support systems, such as cooling system, minor tune-up
procedures and service. The curriculum also includes extensive brake system, steering system
and suspension system service.
AUTOMOTIVE TECHNOLOGY III (8115)
8 credits
In the first half of the year the eleventh grade student in the Automotive Technology program
becomes experienced in engine diagnosis and repair. In the second half of the year the course of
study includes wheel alignment techniques for front and rear-wheel drive vehicles. Also included
are the diagnosis, servicing and repairing of charging, starting, ignition, lighting, and the
accessory systems. Finishing this exciting year is the study and repair of fuel systems, which
covers fuel storage, delivery systems, and fuel injection systems.
AUTOMOTIVE TECHNOLOGY IV (8117)
8 credits
The twelfth grade student in the Automotive Technology program has a chance to build on
learned skills and is given the opportunity to develop independent judgment skills while
servicing and repairing today’s vehicles. The curriculum includes servicing and diagnosis of
HVAC systems, transmissions, axles, transaxles, and computer diagnostics. Exhaust pollution
control systems will be covered extensively, along with engine tune-up and preventative
maintenance. An introduction to all business aspects of the industry is also incorporated into the
curriculum and includes ordering and billing, entrepreneurship, employability, and mentoring
new technicians.
15
COMPUTER INFORMATION SYSTEMS
Computer Information Systems trains students in the use and maintenance of computer systems
in today’s high-tech environment. Students become proficient in applications including data base
management, desktop publishing, and presentation. Training occurs in computer repair,
hardware and software maintenance, local area network setup and maintenance, client/server
setup and maintenance, and web page design. Students also receive training in Basic, Visual
Basic, and C programming.
Areas of employment:
• Help Desk Administrator
• System Administrator Assistant
• Support Specialist
• System Analyst Assistant
• Programmer
COMPUTER TECHNOLOGY I (8661)
4 credits
The ninth grade student is enrolled in the HP IT Essentials I course in order to obtain skills for
the 21st century. Students learn the functionality of hardware and software components as well
as suggested best practices in maintenance and safety issues. Through hands-on activities and
labs, students learn how to assemble and configure a computer, install operating systems and
software, and troubleshoot hardware and software problems. In addition, an introduction to
networking and computer programming is included. Students are introduced to computers,
Windows, word processing applications, database management programs, spreadsheet
applications, presentation processing applications, desktop publishing, multimedia, and web
design using industry standards. The student will learn how to create sites, both manually and
with website development software. This course helps students prepare for CompTIA’s A+
certification, Microsoft Office Specialist (MOS), and Internet Core and Computing (IC3)
certification.
COMPUTER TECHNOLOGYII (8663)
8 credits
All tenth grade students will complete the HP IT Essentials course and will be enrolled in the
Cisco Networking Academy I. The tenth grade students further develop their proficiency in
computer technology in the areas of basic networking, programming, animation, multimedia,
Microsoft Office, and web design. The course uses a blended learning model to integrate face-toface teaching with challenging web-based curricula, hands-on lab exercises, realistic network
simulations and an internet-based assessment tool. Networking basics includes Ethernet
technologies, cabling of LANs and WANs, TCP/IP, and routing fundamentals. Students are also
encouraged to become certified at our on-site testing center in MOS or IC3. All tasks align with
the CVTE Frameworks.
COMPUTER TECHNOLOGY III (8665)
8 credits
Junior year students learn the proper method of preparing, schedule posting, and balancing the
results of all computer input and output processing. Writing, compiling, debugging and
execution of higher-level programming languages such as C++ and DHTML are further
developed using personal computers. Emphasis is also stressed on students becoming proficient
in database management, spreadsheet software, and desktop publishing using Microsoft Office
package. Students also continue training in A+ gearing toward their certification. Cisco II
continues building upon the concepts learned in semester I.
16
COMPUTER TECHNOLOGY IV (8667)
8 credits
In the senior year the students are encouraged and guided to utilize the previously learned skills
with proficiency and accuracy. State-of-the-art technology in industry is stressed during the
senior year utilizing business case studies and other software applications. Advanced technical
skills in computer programming are developed. An introduction to various network systems is
offered to the students to familiarize them with future industry practices. Preparation for the A+
exam is completed. Semester III of Cisco CCNA is offered by student choice and builds on
semesters I and II. Semester IV of Cisco CCNA curriculum is also offered to students by choice
gearing the student toward the CCNA exam. The Cooperative Education Program is encouraged
for those students who qualify and meet the requirements.
CONSTRUCTION TECHNOLOGY
This course teaches the basics of house carpentry and millwork. Students train in framing,
interior carpentry, and finish work. Each year, juniors and seniors participate in outside
construction projects which consist of home additions, renovations, and building various other
structures within the district.
Areas of employment:
• Home Construction Companies
• Self Employment
• Industrial Construction Companies
• Commercial Construction
• Union Employment
CONSTRUCTION TECHNOLOGY I (8211)
4 credits
The student is required to select correct tools and demonstrate their use according to trade
standards while working on construction of sawhorses, carpenters’ tool boxes, etc. Safety with
tools and fire prevention is also stressed. Machine operations in joinery are introduced, followed
by correct methods of sanding and finishing. Other topics include shop rules and procedures
stressing shop safety, housekeeping, tool crib operation, identification of measuring tools,
squares and gauges, edge cutting tools, driving and fastening tools, and holding tools. Additional
topics consist of files, rasps and abrasives, sharpening woodworking hand tools, painting and
finishing, wood identification, plywood and manufactured boards, selecting and using adhesives,
fasteners, and hardware.
CONSTRUCTION TECHNOLOGY II (8213)
8 credits
The student will select the correct measuring, marking, edge cutting, boring and fastening tools
to advance their knowledge in shop practices. Portable power tools such as the electric drill,
circular saw, router, power nailer, finishing sander and saber saw are introduced. Machine
operations include the radial arm saw, jointer, planer, table saw, band saw, drill press, lathe and
chisel mortiser. Selection of materials, fasteners and hardware are learned. Work assignments
include in-house projects, garden shed construction, etc. Shop safety and safe operation of tools
and equipment are also stressed.
17
CONSTRUCTION TECHNOLOGY III (8215)
8 credits
The student will identify and observe shop rules and demonstrate proper construction safety
practices, especially in the introduction to the outside building project. Advanced operations of
hand and portable power tools are demonstrated in layout work and framing of floors, walls,
ceilings and roofs. The outside project enables the student to advance through a sequence of
framing, sheathing, roofing, siding, window and door installation, interior finishing, stair
construction, insulation, joinery and millwork. Job site safety and safe operation of tools and
equipment are stressed.
CONSTRUCTION TECHNOLOGY IV (8217)
8 credits
Program topics include trade vocabulary, job safety, shop rules and procedures. The student
learns and demonstrates advanced operations on machines and tools. Work processes include
roof framing, window dormers, valley and hip roof construction, stair construction and finishing.
Also window and door trimming, exterior cornice construction and interior finishing are also
mastered. Closet shelving, built-ins and mantles are assigned. Job site safety and safe operation
of tools and equipment are stressed.
COSMETOLOGY
The Cosmetology program is designed to provide comprehensive training in all aspects of hair
care, skincare and nail care. The curriculum includes health and safety practices related to
cosmetology, technical skills and knowledge of practical applications in cosmetology and related
content including customer service, marketing, employability and business finance and
management.
In addition to gaining proficiency in the MA CVTE frameworks for cosmetology, students will
attain 1000 hours of training from the MA Board of Cosmetology. Completion of 1000 hours
qualifies a student to sit for the MA State Board of Cosmetology Operator Exam. Students who
pass this exam may qualify to participate in The Blue Hills Cooperative Education Program (COOP).
Areas of employment:
• Hair Stylist
• Make-up Artist
• Manicurist
• Platform Artist
• Salon Manager
• Product Technician
COSMETOLOGY I (8621)
• Salon Owner
4 credits
Freshmen students are introduced to the basic fundamentals of hair care, skin care and nail care.
Safety and sanitation will be made a priority and student dexterity and creativity will be
enhanced by class assignments. Science will be integrated to better understand the relationship of
contagions and research into sanitation and sterilization will enhance writing skills.
18
COSMETOLOGY II (8623)
8 credits
Sophomore students are introduced to the receptionist and dispensary duties. Math will be used
to teach formulation of colors, and science will be incorporated to show the reactions and
development of mixing color and developer. Color levels, color wheel and tonal values are
introduced using the color wheel. Upon completion of 250 earned hours, students will develop
skills in client relationships, client consultations, and document client formulas using MA CVTE
frameworks.
COSMETOLOGY III (8635)
8 credits
Students sixteen years of age and older will accumulate State Board Hours and begin the process
of working on clients in the clinic area. Chemical services are performed after 400 hours.
Permanent waves, hair coloring and hair lightening are part of the clinic procedures that meet
state requirements and vocational technical frameworks. Students must be able to mix and
formulate chemicals and learn the chemical reactions from science class. Students will develop
written formulas and suggest new formulations if necessary. Demonstrations by cosmetologists
in industry are done periodically.
COSMETOLOGY IV (8637)
8 credits
During senior year students are expected to master skills in all phases of cosmetology. These
include chemical hair relaxing, permanent waving, geometric hair cutting and clipper cutting
using the CVTE frameworks. Cosmetology science includes the anatomy and physiology of the
nerves, circulatory system studies, and the application of the principles of electricity. The
student will master math formulations to enable mixing colors, perms, and relaxers and know the
chemistry related to each chemical service. After the completion of 1000 hours, a written and
practical state exam must be passed for licensure. Students who qualify will acquire skills to
accept apprenticeships in the cosmetology field utilizing the CVTE frameworks.
CULINARY ARTS
Blue Hills offers a comprehensive cooking and baking program where students become involved
in the entire spectrum of the food industry including planning, preparation, and presentation.
The "Chateau de Bleu" restaurant is located within the school where meals and bakery items are
served to the public.
Areas of employment:
• Chef
• Hotels
• Prepared Foods
• Cook
• Resorts
• Restaurants
• Line Cook
• Schools
•Institutional Food
• Supermarkets
• Hospitals
CULINARY ARTS I (8641)
4 credits
The first year, Culinary Arts students are given full orientation to classroom and program rules
and regulations. This includes an introduction to industry standards of safety, personal hygiene
19
and sanitation. They are taught to identify, maintain and safely use hand tools and equipment in
the service kitchens, production areas and dining room. They are exposed to all areas of the
Culinary Arts department, including the à la carte and volume-feeding kitchen, as well as the
student operated restaurant/prepared foods counter. Students are placed on a rotating schedule
allowing them to develop the basic food preparation skills of knife handling, soups and basic
sauces, vegetables and starches, hot food service and elementary Garde Manger techniques. In
the prepared foods area the students are introduced to a wide variety of foods that are freshly
made for our daily sale. Basic experience in the dining room includes introduction to American,
buffet and function service, customer and co-worker relations, and the tasks associated with the
safe and sanitary operation of a restaurant.
CULINARY ARTS II (8643)
8 credits
Second year Culinary Arts students are given a review of previous work to firm up basic skills
and move on to a broader range of skills and techniques. In the kitchens, students are exposed to
breakdown (meat cutting) techniques with wholesale cuts of meat and poultry. They are taught
identification and uses of seafood, shellfish, herbs and spices - both fresh and dried. Students
acquire more experience on the roasting, broiling and sauté stations. In the prepared foods
curriculum, students will continue to develop their basic skills while being introduced to the
production of a larger variety of prepared food items. Culinary students will take part in the
production of various catering orders for the school system and general public. Students will also
be exposed to the retail area of the industry by working at the prepared foods sale. In the dining
room, students work more independently in arranging the dining area for service, taking and
coordinating food orders, preparing beverages, serving guests and completing side work.
CULINARY ARTS III (8645)
8 credits
Third year Culinary Arts students move into the advanced phase of culinary arts training. Peer
tutoring is introduced to assist with orientation and training of other culinary students. In the
kitchens, students begin intermediate techniques of Garde Manger, including creation of fruit and
vegetable decorations and centerpieces. Students are given independent responsibility for setting
up and running kitchen stations with emphasis on the positions of prepared foods supervisor,
expediter, sous-chef and chef. In the production areas, students will produce advanced items such
as party platters and catering specials. Students also begin to work independently on previously
learned skills. In the dining room students take on more responsibility in serving progressively
larger numbers of tables/guests, communicating with special customers and handling complaints.
They receive training on our point of sale system as cashiers along with the bookkeeping skills of
reconciling cash and completion of the daily cash report.
CULINARY ARTS IV (8647)
8 credits
Fourth year Culinary Arts students are exposed to other industry related facilities and
cooperative education. They are given added responsibility and accountability for all phases of
restaurant and prepared food operations with specific focus on development of management and
supervision skills. Emphasis is placed on the development of job procurement skills. In the
dining room, students are trained as host/hostess with the direct responsibility for scheduling
20
reservations, inspections of the dining area, seating customers, directing student servers, ensuring
quality and speed of service, and maintaining a safe and sanitary environment for guests.
DESIGN & VISUAL COMMUNICATIONS
Design & Visual Communications students’ training begins with a basic foundation in visual
communications. Areas of concentration include drawing with various media, color theory,
painting, two and three-dimensional design, photography, digital art and desktop publishing.
Skills are taught and practiced manually with paper and pencil, as well as computer-aided
design and software competency. Emphasis is placed on conceptualizing ideas and translating
them into electronic and digital imaging using industry related software. Weekly portfolio
projects are a major part of the curriculum.
Areas of employment:
• Advertising
• Commercial photography
• Journalism and Publishing
• Industrial Design • Interior Design
• Fashion Design
DESIGN & VISUAL COMMUNICATIONS I (8511)
4 credits
In the ninth grade, Design & Visual Communications students’ professional training begins with
a pre-foundation visual communications program. Areas of concentration include drawing with
various media, understanding color theory, painting, two and three-dimensional design,
photography and an introduction to digital art and desktop publishing. All skills will be taught
and practiced as manual exercises, as well as computer-aided design problems and software.
Emphasis will be placed on conceptualizing ideas and translating them into electronic and digital
imaging using industry related software. Weekly portfolio projects and written essays are
emphasized.
DESIGN & VISUAL COMMUNICATIONS II (8513)
8 credits
In the tenth grade, students are taught a problem-solving approach to the study of drawing, the
elements of design, the seven principles of design, the nature and use of color, the structure and
logic of pictorial space, the design and function of type, the tools and technique of painting, the
design and production of visual communication using computers, and the study of commercial,
news and product photography. Visual design and mechanical preparation are an essential part of
the course. Creative problem-solving projects will teach students how to resolve consumer
communication needs visually and how to prepare creative art for reproduction in all printed
media. Such a diversified background is in direct response to the tendency in industry to hire the
well-rounded graduate rather than one trained, however well, in one specified area. Computeraided design and production of computerized art and digital imaging will be an integral part of
this course. Weekly portfolio projects and completed written essays are emphasized.
DESIGN & VISUAL COMMUNICATIONS III (8515)
8 credits
In the eleventh grade, students continue to build a strong foundation in the traditional studio.
Additional disciplines will advance to creating projects such as CD cover design, web
development, multi-media design, digital video and marketing strategies. This flexible and
contemporary curriculum, coupled with judicious faculty advising, assures artistic growth and
21
self-realization of the individual, thus students are advancing through many skills toward
professionalism in visual communications. This is achieved by in-depth involvement in theory
and practice, principle and technique, understanding and skill. The student’s professionalism is
reflected in his/her time management skills, portfolio development and an understanding of
employment interviewing skills. To meet the standards of business and industry, each student
will continue to add observational drawing examples, websites, and video productions to their
portfolios. Weekly portfolio projects and written essays are emphasized.
DESIGN & VISUAL COMMUNICATIONS IV (8517)
8 credits
By senior year, students are expected to have the maturity, direction and desire to have more
choices and control over their lives and career education. With this in mind, we encourage each
student to pursue his/her individual career goals and specialize in commercial art, photography,
web design, digital video production, computer graphics, desktop publishing, graphic design and
illustration, or any combination of these disciplines. Since the students have been designing,
preparing mechanicals and maintaining quality control of live jobs for three years, they now
possess an array of printed, online and digital pieces for their portfolios as testimony to their
professionalism. To meet the increasingly technical demands of the advertising industry, priority
has been given to training students in computer-aided design, website development and digital
imaging. By mid-year, students are encouraged to write resumes, interview for positions in visual
communications, and actually practice their profession under our Cooperative Education
Program. By graduation all seniors will be required to write and design a “senior project” based
on materials and information provided by the instructors.
DRAFTING /CAD
Students are taught to produce two and three-dimensional drawings utilizing basic drafting
techniques, instruments and CAD. Advanced detail, assembly, 3D, and solid modeling is covered
by use of AutoCAD software. Upperclassmen learn architectural drafting and design a home for
a project.
Areas of employment:
• Commercial Drafter
• Designer
• Construction Drafter
• Detailer
DRAFTING/CAD I (8771)
• Architectural Drafter
• Machine Drafter
4 credits
This half year course provides students with an introduction to the basic skills and theory related
to design and drafting technology. Students receive instruction in career opportunities, personal
and shop safety, geometric construction, orthographic views, auxiliary views, sectional views,
dimensioning, isometrics and an introduction to parametric solid modeling using the latest “state
of the art” computer software. Instruction incorporates presentation, demonstration and hands-
22
on performance testing. Reading, writing and math assignments related to drafting and
engineering technology are an integral part of this class.
DRAFTING /CAD II (8773)
8 credits
This course provides students with an introduction to the components and theory relating to
mechanical design and architectural design. The expansion of basic drawing techniques is
continued from the previous year while providing a foundation for mechanical design including
an introduction to the product design process. Schematic drawings, wiring diagrams, block
diagrams, printed circuit board (PCB) designs, layouts and drawings are developed. Students
will be utilizing both 2D and 3D solid modeling CAD applications and will begin developing
model making skills. Presentation drawings such as shading, perspective, and exploded
assembly drawings will be used as methods of instruction. An introduction to residential
architecture drawing and design will be implemented teaching students the skills required to
generate plot plans, floor plans, foundation plans, framing plans and exterior elevations.
Instruction incorporates demonstrations and applied performance testing in the areas of drafting
and engineering technology utilizing advanced CAD software, mechanical detailing, and design.
Reading, writing and math assignments related to the drafting and engineering professions are
integrated with academic frameworks during this course.
DRAFTING/CAD III (8775)
8 credits
This course provides in-depth training in the fields of residential architecture, interior design,
landscape design, engineering design and mechanical drawing and design. The first half of the
year students gain the skills required in room and space planning, interior elevations, roof plans,
wall sections and detail drawings along with landscape development design. The second half of
the course focuses on reinforcing the students’ skills in mechanical drawing and design and
introduces them to the engineering design process. Students gain knowledge of threads and
fasteners including bolt, screw, nut, welding and spring drawings. The emphasis will be on shop
processes common to mechanical drafting and engineering design technology including sheet
metal, thermoplastics, welding, forgings and castings. Students will continue to develop their
CAD skills throughout the year using the latest 2D and 3D CAD software while utilizing the
rapid prototype machine and further developing model making skills.
DRAFTING /CAD IV (8777)
8 credits
This course is comprised of two half-year segments providing students with advanced studies
and theories related to both residential architectural design and mechanical drawing and design.
The architectural segment covers a thorough look into the design and configuration of building
trades incorporated within residential house construction including plumbing plans, electrical
23
plans, and HVAC plans required for the building permit process. The mechanical segment
introduces students to various shop processes including casting, forging, welding and sheet metal
parts. Students are taught the use of various measuring instruments including micrometers and
Vernier calipers. During the second half of the year, students are required to design, draw,
engineer and present a complete set of working drawings for a residential house or to design,
draw, engineer and present a mechanical project of their choosing. Assistance is provided to
help students determine career or college choices after graduation.
EARLY EDUCATION AND CARE
Students develop necessary skills to become early childhood educators for infants, toddlers, and
small children. They learn and assist at the on-site pre-school, which prepares them to meet the
ever-changing needs of children, families and society.
• Day Care Centers
• Family Day Care Provider
Areas of employment:
• Special Needs Classrooms
• Pre-School Teacher
EARLY EDUCATION AND CARE I (8601)
4 credits
Students in ninth grade study the many aspects of the field of working with young children. They
are provided with courses in the study of the growth and developmental stages of young children,
the history of early education and the many different types of programs in which children are
enrolled. Emphasis is placed on skill training by students being involved in a practicum
experience in area child care centers. The health and safety of the young child, as well as the
caregiver, are studied. Courses include Introduction to Early Education, Curriculum for
Preschool Children I, Health, Nutrition and Safety for the Preschool Child, Development of the
Young Child I, and Practicum-Observation and Participation.
EARLY EDUCATION AND CARE II (8603)
8 credits
Students in tenth grade continue with the study of development and theory. The students will
study the materials used in the early education classroom, the application of developmental
stages to classroom activities and they will continue to participate in a practicum experience in
area child care centers. Theories of child guidance and management and the role of the child
care worker will be studied. Courses include Curriculum for the Preschool Child II, Teaching
Methods in the Early Education Classroom, Infant & Toddler Development, Early Childhood
Education, Practicum-Observation and Participation.
EARLY EDUCATION AND CARE III (8605)
8 credits
Students in eleventh grade will participate in the laboratory preschool at Blue Hills Regional.
Students will work to develop and refine their teaching skills with children from the community.
The students will design developmentally appropriate lessons, practice effective management
24
methods, and plan activities for small and large groups as well as large group activities.
Participation in the Early Education Center will be for 4 hours 4 days per week. Courses include
practicum III, seminar, child care policies and issues, and creating an effective learning
environment.
EARLY EDUCATION AND CARE IV (8607)
8 credits
Grade 12 students will continue with the supervised practicum in the laboratory school.
Expectations and responsibilities will increase as the students demonstrate an understanding of
the young child age 2.9-5 years with the planning and implementing of lessons that are
developmentally appropriate. Group seminars will provide a forum for students to share ideas,
discuss experiences and plan as a team. Senior students will also be introduced to the child care
industry as a business with emphasis on the organization and management of an early education
center. Students who qualify may be eligible to participate in the Cooperative Education
Program. Courses include practicum IV, seminar, business in child care, planning and managing
the early learning environment.
ELECTRICAL TECHNOLOGY
Students learn residential, commercial, and industrial wiring in accordance with the
Massachusetts Electrical Code and the theory of the trade, plus the basic skills necessary to
become an electrician.
Areas of employment:
• Commercial Contractor
• Industrial Contractor
• Power Company
• Electrical Apprentice
• Audio/Visual and Computer Networks
ELECTRICAL TECHNOLOGY I (8431)
• Telephone Company
• Electrical Supply House
•Security System Installer
4 credits
In grade nine, students are introduced to the hand tools and basic manipulative skills required in
the electrical industry. Integrated into every lesson is job and program (lab) safety. Students learn
essential splicing techniques, device wiring, basic circuitry and common wiring methods in a
structured shop environment that allows students to progress at their own pace. Material
management and circuit, line and schematic diagrams are taught. Electrical code, DC circuit
theory, magnetism and Ohm’s Law are included in the related instruction.
ELECTRICAL TECHNOLOGY II (8433)
8 credits
Grade ten electrical is a continuum of the ninth grade program. Safety and the use of safety
equipment are emphasized. Building on the basic foundation of the electrical industry previously
learned, students are given more complex and challenging circuitry. Raceway wiring methods
are expanded to include complex conduit bending, installation of PCV raceways, and surface
metal raceways. Related instruction includes a continuation of the electrical code, advanced DC
circuit theory, batteries, DC motors and generators.
25
ELECTRICAL TECHNOLOGY III (8435)
8 credits
Technical program time in the eleventh grade is divided between experiences in the school lab
and on construction projects away from school. Students performing wiring away from school
are called the outside crew and are supervised by an outside crew teacher. They do wiring jobs
on new houses, residential additions and small commercial projects. They function as an
electrical contracting business. School program (lab) experiences include motor and motor
control wiring, and telecommunication wiring. Motor control circuit wiring and job management
is accomplished using computers. Related instruction includes electrical code, AC theory and AC
circuitry.
ELECTRICAL TECHNOLOGY IV (8437)
8 credits
The outside crew program and school program (lab) experiences are continued in the twelfth
grade. School lab experiences include hydraulic and electric conduit bending, transformer wiring
and lighting installations. Related instruction includes electrical code, three phase systems and
transformers. Students are required to do a senior project that integrates academic and technical
learning.
ELECTRONICS
The Electronics program is designed to develop students with industry recognized skills
necessary for electronics installers, technicians, and for continued study at area colleges and
universities to enter into electronic, electrical or computer engineering. Students are educated
through: use of appropriate tools, test equipment, experiments, computer based circuit simulators,
prototyping, manufacture, troubleshooting, project design and construction of a wide variety of
electronic projects. The department also studies alternative energy systems and is involved in a
solar electric program by Electrathon America (electrathonamerica.org or ctelectrathon.org)
Areas of employment:
• Industrial Controls systems
• Test Technician
•Medical Equipment Tech
• Technical Support
•Smartphone /Tablet Service
• Field Service Technician
•Tele/Data communications Tech
•Audio Systems Tech
•Electronic, Electrical & Computer Engineering
ELECTRONICS I (8411)
• Security systems
•PC Setup and maintenance
•Alternative energy
•Smart / Home Automation
• Sales Representative
4 credits
The grade nine curriculum consists chiefly of two sections: DC Circuits and Measurements, and
Project Manufacturing. In the Circuits and Measurements area, component identification and
specifications, DC circuit construction and testing, diagnostics, test equipment, software, PC
based circuit simulation, proper documentation methods, and analyzing electronics diagrams are
learned. The Project Manufacturing portion of the program covers the use of appropriate tooling,
a variety of soldering techniques, wiring procedures and project construction. These skills are
taught in the classroom and prototyped through the construction of many projects. Some
26
include: voice activated lighted systems, portable audio amplifiers and other student constructed
projects. Students will become well versed in computer usage and a variety of software critical
to this field of study.
ELECTRONICS II (8413)
8 credits
The sophomore program includes AC Circuits and Measurements, and Project Manufacturing
and Testing. The circuits and measurements segment consists of construction and testing of AC
waveform circuits, reactance, filters, relay, control and transformer circuits. The students will
learn the proper use of technical equipment such as power supplies, function generators,
oscilloscopes, and frequency counters. Fabrication consists of circuit board layout, design and
manufacture using T-Tech circuit prototyping system, systems testing, technical manuals, and
troubleshooting techniques required to completely construct and test projects. Some projects of a
more advanced nature include wireless FM radio transmitter, strobe lights, power supplies, and
high output audio amplifiers.
ELECTRONICS III (8415)
8 credits
The eleventh grade program is divided into Analog Devices and Circuits I, Digital Devices and
Circuits I and Project Development. The Analog Devices area covers the testing and
troubleshooting of diode circuits, power supplies, SCR, transistor circuits and linear IC circuits.
Digital subjects include logic gates, combinational logic and simplification, sequential logic,
counters, shift-registers, binary adder/subtractor, introduction to microcontrollers, personal
computer and laptop, setup and diagnostics towards A+ Certification training, MS Windows OS,
Office, computer networks (wired and wireless), introduction to computer-aided design and
manufacturing, and spreadsheet software. Projects that demonstrate and reinforce these skills are
constructed. Project Development projects include: Electronic Delay Timer, Laser Light show,
Digital Electronic Combination Lock, design and assembly; and setup of personal computers,
laptops, and Apple products such as iPhone and iPad.
ELECTRONICS IV (8417)
8 credits
The senior level program consists chiefly of Analog Devices and Circuits II, Digital Devices and
Circuits II, and Project Development II. The Analog Devices area covers the testing and
troubleshooting of amplifiers, power supplies, oscillators, wave shaping circuits, active filters
and operational amplifiers are covered in the analog circuits lab area. These circuits are also
studied in systems used in telecommunications, computers, and popular consumer electronic
equipment. The digital lab covers D/A and A/D converters, memories, microprocessors,
embedded systems, A+ computer support preparation, computer networking and programming
language(s). Micro-controller programming is emphasized using Parallax systems BOE Bots
and Arduino microcontrollers. Lab and project construction associated with the above areas is
required. Students will explore the areas of lasers and fiber optics, advanced circuit design,
alternative energy study and consumer electronics servicing. Some of these are enrichment in
nature and are offered on a voluntary basis.
27
ENGINEERING TECHNOLOGY
This rigorous program is designed for high-achieving, technically oriented students who plan to
matriculate to a competitive technical college or institute upon graduation from high school.
The Engineering program is affiliated and certified through Project Lead the Way (PLTW.org) a
national engineering program that encourages qualified high school students to continue their
college studies in the field of engineering. Based on United States Labor Department studies,
engineering fields will have a huge deficit of technicians and engineers by the year 2015 due to
the expanding technological work force base. PLTW was created to address this need in
promoting engineering to high school students. The Blue Hills Engineering program meets and
exceeds the Massachusetts Science, Math, Engineering and Technology (STEM) initiative, and
the Vocational Technical Educational (VTE) Frameworks.
Areas of employment:
• Engineering Technician
• Aerospace Engineering and Operations Technician
• Chemical Engineering Technology • Bioengineering Technology
• Civil Engineering Technician
• Environmental Engineering Technician
ENGINEERING I (8221)
4 credits
The first year of the Engineering Technology program develops the student’s understanding of
the engineering design process primarily through the Introduction to Engineering Design
(IED) course. Students use Autodesk Inventor CAD (computer-aided drafting) software to
develop 3-D solid models. Also, Basic analog electronics with a concentration of DC circuit
theory, construction and analysis will also be emphasized through the use of MultiSim
simulation software and programmable robots. Students will develop strong problem solving
skills through computer simulations and hands-on laboratory work. These components provide a
solid foundation as students move into the second year of the Engineering Technology program.
Basic robotics and programming principles will be introduced using Parallax BOE-BOT
platform.
ENGINEERING II (8223)
8 credits
The second year of the Engineering Technology program introduces students to the fields of
Civil Engineering and Architecture (CEA), Aerospace Engineering (AE) and Robotics
Engineering and Design (RED). The CEA will introduce the students to surveying,
architecture, structural design and analysis. Students will utilize the latest version of Autodesk
Land Development and Design (LDD) and Autodesk Revit software. Aerospace engineering will
expand horizons by introducing astronautics, systems engineering, space-life sciences and
aerodynamics. Robotics Engineering and Design is a continuation of grade 9 robotics and
enhances computer programming, circuit design and building techniques. Students will build,
program and test various robot designs using the Parallax BOE-BOT. If time permits, students
will design, build, and program robots of their own design.
28
Mechatronics I (Mecha I) is a course that integrates the following engineering disciplines:
mechanics, electronics, computing, systems design and control engineering. Students will begin
to combine knowledge from previous courses to build more complex systems. The emphasis is
on basic computer control and sensor interfacing techniques.
ENGINEERING III (8225)
8 credits
The third year of the Engineering Technology program introduces the student to Digital
Electronics (DE) and Principles of Engineering (POE).
Digital electronics covers the
fundamentals of analog and digital electronics. Students learn how to design and solve openended problems, simulate solutions with MultiSim circuit simulation software, assemble the
solutions on a breadboard and troubleshoot them as necessary. Students will be introduced to
Boolean algebra, truth tables, K-mapping and DeMorgan’s theorem. Students will use
combinational logic, sequential logic, integrated circuits, programmable logic devices (PLD) and
microprocessors to solve more complex problems. The Principles of Engineering course covers
the different types of engineering systems: mechanisms, thermodynamics, fluid systems,
electrical systems and control systems. These principles are taught through lecture, hands-on
activities and projects.
Mechatronics II (Mecha II) is a continuation of Mechatronics I with strong emphasis on more
complex computer control, sensor and autonomous robot design.
ENGINEERING IV (8227)
8 credits
The fourth year of the Engineering Technology program introduces the student to Computer
Integrated Manufacturing (CIM) and Engineering Design and Development (EDD).
Computer integrated manufacturing involves the application of 3D-computer modeling in the
manufacturing and industrial engineering fields. Students learn the programming codes for
computer numerical control (CNC) by writing programs that simulate the creation of the part.
Students use this program/simulation to determine proper CNC machining of the part. This
course also introduces students to industrial robotics. Students program our two educational/
industrial robotic arms to perform complex tasks.
Engineering Design and Development is the capstone research development course. Students
working as individuals or on teams draw from all their previous three years of engineering
experiences to solve a yearlong complex project. Students select a problem, design a solution,
conduct patent research, build a prototype, conduct testing and present their results to an
engineering panel.
Mechatronics III (Mecha III) is a continuation of Mechatronics II with an emphasis on more
advance robotic controls. In this course, topics such as vision, GPS, and compass navigational
sensors will be introduced and utilized in robot design. Students will design a mobile robotic
platform using knowledge gained during the previous three years.
29
GRAPHIC COMMUNICATIONS
Training in Graphic Communications includes skills in the areas of layout, design, printing and
binding. Preparation for printing production is learned through the use of desktop publishing
software, scanners, and digital as well as analog output devices. Printing, binding and finishing
machines convert the pages into books, posters and catalogs etc. Screen printing technology
enables students to learn to print multi-color designs on garments.
Areas of employment:
• Advertising
• Desktop Publishing
• Printing Specialty and Commercial
GRAPHIC COMMUNICATIONS I (8541)
• Independent Sales
• Screen printing
4 credits
The ninth grade Graphic Communications student explores the various occupational areas that
represent the complex printing industry. The student is introduced to the wide variety of printing
products used by consumers and industry, and the materials and machines used to manufacture
these products. The student prepares and produces individual projects that incorporate all the
basic printing and finishing operations available in the Graphics Communications program, using
offset, screen printing, dye sublimation, and digital technologies. Students will also learn how to
operate bindery machines including paper cutters, folders, drills, and stitchers. Individual and
machine safety procedures are strongly emphasized. Economy of materials, quality standards,
and school and industrial safety are stressed in all areas.
GRAPHIC COMMUNICATIONS II (8543)
8 credits
In the tenth grade, a Graphic Communications student will learn to develop the knowledge and
skills necessary for the graphic communications industry. Electronic composition, digital
imaging and desktop systems are utilized to prepare students for printing jobs. Jobs are output
directly to plate material with our state-of-the-art digital plate-setter. Production jobs are finished
and prepared for delivery through the use of various printing, folding, stitching, cutting and
binding machines. Emphasis is placed on the development of quality standards and safe
operation procedures. Economy of materials, quality standards, and school and industrial safety
are stressed in all areas.
GRAPHIC COMMUNICATIONS III (8545)
8 credits
Emphasis in the third year is placed on expanded experience with manipulative skills aimed at
qualifying the student for entry-level jobs. Skills are developed through work on student projects
and actual production jobs that include electronic composition and desktop publishing systems,
digital imaging, variable data, scanning, and color printing on high-speed precision offset and
screen presses. Bindery and finishing operations such as cutting, folding and stitching are
included in the practical curriculum geared to the production of high quality printed products.
Emphasis is placed on continuing the development of quality standards and safe operating
procedures. Economy of materials, quality standards, and school and industrial safety is stressed
in all areas.
30
GRAPHIC COMMUNICATIONS IV (8547)
8 credits
Emphasis in the fourth year is placed on advanced technical skills. These skills include, but are
not limited to, advanced desktop publishing systems, Internet, cross-platform utilization,
computerized color separation techniques with automated film processing, precision electronic
image assembly techniques for text, multi-color and full-color reproduction and multi-color and
full-color printing on precision offset and screen presses using quality control instrumentation.
Economy of materials, quality standards, school and industrial safety are stressed in all areas.
Production jobs are prepared and produced using offset, screen printing, and digital technologies.
Students will complete printed jobs utilizing bindery machines including paper cutters, folders,
drills, stitchers and binders.
HEALTH ASSISTING
Students develop specific skills in areas of nursing and medical assisting. Students work toward
meeting both classroom and clinical requirements to be eligible for state and/or national
certification testing. The Certified Nurse Assistant component focuses on the care of the resident
or patient in an in-patient setting. Students sit for the Massachusetts Nurse Aide Certification
exam. The Medical Assistant component of the program focuses on clinical procedures needed to
work in an outpatient setting such as a doctor’s office.
Areas of employment:
• Long-Term Care Centers
• Outpatient Services (Rehab Physical Therapy)
• Patient Registration and Medical Records
• Hospitals
• Adult Day Health
HEALTH ASSISTING I (8611)
• Home Health Care
• Clinics
• Sub-Acute Care
• Physician’s Office
4 credits
Students in grade 9 are provided with a variety of basic hands-on skills and theory in areas
associated with health and child care careers. Courses include Basic Nursing, Values, and
Human Growth and Development. These skills are utilized when the students participate in an
externship experience at local hospitals. Related theory includes current health issues and
exploring careers in the field of health.
HEALTH ASSISTING II (8613)
8 credits
Students in grade 10 continue to learn theory and develop skills in the field of health. Courses
include Basic Nursing II, Health Issues, Foods and Nutrition. The students continue in the
externship experience at local hospitals. Related theory includes human growth and
development and career planning.
HEALTH ASSISTING III (8615)
8 credits
Students in grade 11 students have the opportunity to increase their medical assistant and home
care aide skills as well as medical office skills through classroom work and externship
31
experiences. Students are eligible to meet the Massachusetts Department of Public Health
requirements for Nursing Assistant Certification (CNA) by participating in an externship
program at a long-term care facility and completing the theoretical requirements. They are able
to take the state certification exam at Blue Hills in the spring of their junior year. The exam is
administered by an outside agency and includes both a written and skills test. Courses they study
during this year include Advanced Nursing Skills, Medical Terminology, Home Care Aide,
Medical Assistant, and Anatomy and Physiology. The students continue with their externship
experience at long-term care facilities.
HEALTH ASSISTING IV (8617)*
8 credits
Health Assisting students in grade twelve enhance and add to the skills for the nursing assistant,
medical assistant, medical office and home care aide with course work and externship programs
with home care agencies and local health care facilities. Students are eligible to take certification
tests for EKG and Home Care Aide. Courses during the 12th grade include Medical Assistant,
Medical Manager, Anatomy and Physiology, Diet Therapy, Geriatrics, and Home Care Aide.
The students who qualify may participate in the Cooperative Education Program
*All seniors in Health Assisting will complete a research project that includes a research
paper, Power Point, poster, and an oral presentation.
HEATING, VENTILATION, AIR CONDITIONING AND
REFRIGERATION (HVAC&R)
The HVAC&R program provides students with the knowledge and entry-level skills in service,
installation and maintenance on all types of residential, commercial and industrial heating,
ventilation, air conditioning and refrigeration equipment. Air Conditioning and heating
technicians who understand the intricate operations of commercial, industrial and residential
heating, and air conditioning equipment are needed around the country.
Areas of employment:
• Service and Maintenance Technician
• Air Quality Technician
• Installation Technician
• Climate-Control Systems Specialist
• Industrial HVAC Specialist
• Business Owner
HVAC&R I (8451)
4 credits
Students are introduced to hand tools, specialized trade tools and the manual skills involved in
flaring, swaging and bending copper tubing. The identification and use of brass, copper, steel,
plastic, PVC and CPVC, and other piping materials are covered. Soldering, brazing and oxyacetylene welding and cutting are covered with an emphasis on safety, quality fabrication and
bonding of materials. Basic electrical components and wiring of low voltage circuits are
introduced.
HVAC&R II (8453)
8 credits
Students advance on to high voltage circuits and learn basic wiring skills. The proper use of
electrical testing equipment and troubleshooting procedures as used in the trade are covered.
Thermodynamic theory and application are introduced. Detailed wiring assignments are given
with an emphasis on residential and small commercial electrical circuitries to ensure the students
32
acquire the knowledge to be able to perform maintenance and service procedures. Proper
installation, troubleshooting and servicing techniques for window air conditioners are covered.
Students are introduced to basic concepts of refrigerant recovery and management.
HVAC&R III (8455)
8 credits
Electrical, mechanical theory and hands-on skills used with commercial walk-in refrigeration
systems and residential air conditioning systems are covered. There is a strong emphasis on
electrical wiring diagrams and system mechanical operation. Commercial compressor motor
theory, electro-magnetic controls, safety devices and operational control devices are taught in the
technology class as they are worked on in the shop.
HVAC&R IV (8457)
8 credits
Students complete more complex wiring and piping control system assignments on heat pumps
and electric, gas and oil furnaces and boilers. Students are introduced to commercial rooftop
package systems, which include heating, air conditioning and ventilation. The designing of
HVAC&R systems through the use of software programs that calculate residential and
commercial heating, cooling loads and air distribution is covered. Computer-aided instruction in
duct sizing, system balancing and psychometric skills are presented. Computer-aided drafting is
introduced in drafting classes and utilized on projects in the HVAC&R program shop.
LEGAL AND PROTECTIVE SERVICES
(Proposed New Chapter 74 Program)
Through the Legal and Protective Services program, students learn legal theory and its
application in real world scenarios. Students gain insight into the philosophies and disciplines of
a variety of criminal justice and protective service areas such as effective communications, crime
scene processing, criminal law and procedure, disaster preparedness, ethics, law enforcement,
private investigations, and surveillance practices.
Areas of employment:












First Aid/CPR Certification
Basic First Responder
Physical Training/Defensive Training
Advanced Communications
Law Enforcement
Criminal Law
Legal and Protective Services I (8711)
DNA Analysis and Finger Printing
Crime Scene Analysis
Fire and Rescue
Computer and On-Line Security
Homeland Security
Forensics
4 credits
This is the first course in a sequence of four that gives students an introduction to the careers in
legal and protective services. The curriculum includes the beginning knowledge and application
of the laws, rules, regulations, and other influences that govern the operation of the components
of our nation's criminal justice system and related citizen protective services. Students will gain
an understanding of all aspects of the industry.
33
METAL FABRICATION & JOINING TECHNOLOGIES
Metal fabrication practices taught include layout, forming, rolling, bending, punching, shearing
and inspection using the latest manual and semi-automatic equipment found in today's
fabrication facilities. Welding processes taught include SMAW, GTAW, and GMAW welding, as
well as Oxy-Fuel Gas Cutting.
Areas of employment:
• Welder
• Ship Propeller Finisher
• Cutting Table Operator
• Production Worker
• Sales Marketing Welding
Equipment
• Ornamental Metal Worker
• Welding Machine Operator
• Steelworker
• Heavy Equipment Repair
• Metal Fabricator
• Weld Inspector
• Ship Building
METAL FABRICATION & JOINING TECHNOLOGIES I (8741)
4 credits
In the first year, students learn the fabrication methods by integrated classroom and shop
instruction. Students use basic math to perform project layout. Students learn the differences
between metals and alloys and what is necessary to complete a project that meets industry
standards. Written communications are used daily to record student activities, teach technical
vocabularies and test student progress. Students receive instruction and individual safety tests
for nearly every tool or machine in the Metal Fabrication shop. Safe work practices are the main
focus in training the first year student. Projects are assigned to steadily challenge and expand the
level of student interests and abilities. Students are introduced to AWS Entry Level Welder
Phase 1. Students are introduced to GMAW and SMAW through a new Virtual Welding System
where students learn the proper techniques in a virtual world.
METAL FABRICATION & JOINING TECHNOLOGIES II (8743)
8 credits
The second year program expands upon and reinforces the lessons taught during the first year.
Students perform more complex assignments and apply skills to develop their projects from
calculated sketches and blueprints where quality and accuracy are emphasized. Students begin to
improve their welding skills. The students are introduced to the OSHA construction safety and
health standards, and complete a required OSHA ten-hour safety training course. Students learn
to combine measurement and communication lessons in order to accomplish computer
programming assignments for machinery used in the shop. Students learn the importance of
chemistry in welding and cutting processes. Safe shop practices and lessons are reinforced daily.
Projects are assigned to meet the interests and abilities of the individuals and are usually in
teamwork with other students. Students continue on AWS Entry Level Welder Phase 1.
METAL FABRICATION & JOINING TECHNOLOGIES III (8745)
8 credits
In the third year, extensive training and practice is given for all types of welding and cutting to
enhance the students’ abilities to perform these skills with accomplished, expert results. The
students complete AWS Entry Level Welder Phase 1. They are introduced to GTAW, GMAW,
34
and CNC Plasma Arc Cutting. The students are instructed in precision sheet metal layout and
making templates. They learn to do their own setup and tool changes on machinery. In the
related classroom students learn the mathematical formulas to calculate material waste, project
costs and unit conversions. The communication of complex welding information by welding
symbols is explained and practiced. Written assignments in a program known as All Aspects of
Industry teach students the regulatory interests of metalworking trades. Quality, accuracy, safety
and work ethics are important objectives expected from each project assignment.
METAL FABRICATION & JOINING TECHNOLOGIES IV (8747)
8 credits
The fourth year prepares students for the world of work. Students are given more responsibility
for the planning, performance, supervision and quality produced by themselves and a team of
underclassmen. Students wanting additional training in specific areas such as computer
programming, precision metal fabrication or welding are encouraged to work independently in
the development, layout and fabrication of projects. Students are taught how to work efficiently
with proper tooling and fabrication jigs to make the job easier, more accurate and cost effective.
The fourth year is all about learning the rules, economics and management of metalworking. At
this time students who have met preparation and training requirements have the opportunity to
attempt to pass a welding certification exam in accordance with AWS D1.1 Structural Steel Code
and D1.5 Bridge Code.
35
ACADEMIC COURSES & PROGRAMS
The academic departments have created a curriculum that is balanced, sequential and planned to
meet the needs and goals of a diverse student population. Those students who plan to enter
college will find a challenging curriculum available that will prepare them for admission to most
competitive universities. Other course requirements ensure that each student takes a thorough
program that allows the student to develop a solid background in their chosen
vocational/technical field. All students who attend the Blue Hills Regional Technical School will
find a course of study that goes beyond skill training to provide each student with a
comprehensive education that includes higher level thinking skills, problem-solving capabilities
and the theoretical bases for various technologies.
Please refer to Appendix A which contains Massachusetts State University admissions
requirements and may serve as a helpful guideline for course selection and post-secondary
planning.

Advanced Placement courses prepare students for a 4-year university program

Honors courses prepare students for a 4 year university program

College preparatory courses prepare students for a 2 year community college or 4 year
university program

Team and standard courses prepare students for a 2 year community college program,
continued vocational training, or direct entry into the workforce upon graduation

Resource courses render students eligible for a 2 year community college program,
continued vocational training, or direct entry into the workforce upon graduation
NOTE: Please note that some courses described in the Academic sections (including electives)
may not run during the school year due to student interest or teacher availability. Courses
designated with an (*) are by assignment only.
36
Academic Courses 2014-2015
Electives/
Enrichment
Social
Studies
Science
Math
English
Grade 9
Grade 10
Grade 11
Grade 12
Honors English I
English I-CP
English I
Reading English I
1341
1331
1321T
1311
Honors English II
English II-CP
English II
Reading English II
1343
1333
1323T
1313
Honors American Literature III
American Literature III-CP
American Literature III
Reading American Literature III
1345
1335
1325T
1315
Honors Algebra II
Honors Algebra I
Algebra I-CP
Algebra I
Resource Algebra I
2341
2441
2331
2321T
2311
Honors Geometry
Geometry-CP
Geometry
Resource
Geometry
2343
2333
2323T
Honors Biology I
Biology I-CP
Biology I
6141
6131
6121T
Honors Biology II
Biology II-CP
Biology II
6143
6133
6123T
U.S. History I-CP
U.S. History I
7131
7121T
Honors U.S.
History II
U.S. History II-CP
U.S. History II
7143
Pre-Calculus
Honors Algebra II
Trigonometry
Algebra II-CP
Algebra II
Resource Algebra II
Honors Physics I
Physics I - CP
Honors Chemistry I
Chemistry I
Earth Science 11
Honors World History
World History-CP
World History
2345
2535
2435
2335
2325T
2315
6845
6835
6445
6435
6635
7045
7035
7025
PE/Health 10
PE/Health 10*
ESL*
P.A.S.S. 10*
9023
9123
4000X
0103
PE/Health 11
PE/Health 11P
Supplemental Biology*
ESL*
P.A.S.S. 11*
Spanish I
Astronomy
Intro to Journalism
21st Century Computer Skills
Current Events
World Poetry
Psychology
9025
9125
6005
4000Y
0105
4035
4135
4235
4435
4635
4735
4835
PE/Health 9
PE/Health 9P*
ESL*
P.A.S.S. 9*
9021
9121
4000Y
0101
2313
7133
7123T
37
Advanced Placement English
Literature and Composition*
Honors World Literature IV
Literature & Writing IV-CP
Literature & Writing IV
Reading Literature & Writing IV
Calculus
Pre-Calculus
Statistics
Trigonometry-CP
Trigonometry
Resource Trigonometry
Honors Physics II
Physics II - CP
Honors Chemistry II
Chemistry II
Earth Science 12
Advanced Placement P U.S.
American Gov. & Politics*
Honors U.S. American Gov. & Pol
U.S. American Gov. & Pol-CP
U.S. American Government
PE/Health 12
PE/Health 12P
ESL*
P.A.S.S. 12*
Spanish II
Environmental Science and Ecology
College Writing / Public Speaking
Cross Cultural Studies
Entrepreneurship
Sociology
Music Appreciation
1357AP
1347
1337
1327T
1317
2347
2437
2537
2337
2327T
2317
6847
6837
6447
6437
6637
7057AP
7047
7037
7027
9027
9127
4000X
0107
4037
4437
4237
4537
4637
4837
4937
ACADEMIC COURSES
Students with aspirations to attend competitive four-year colleges should be taking 3QP, 3.5 QP,
4QP honors courses and/or 4.25QP Advanced Placement courses whenever possible. Enrolling
in standard and Team 2QP courses will not automatically preclude a student from gaining
acceptance into many fine colleges and post-secondary institutions in the Commonwealth and
elsewhere. However, it is advised that all students work to their potential and consider higherlevel pathways. Given the significance of class rank in college admissions, students should take
into consideration the importance of quality points when selecting courses.
TEAM TEACHING
Sections marked with a “T” are designated as team-taught classes. This instructional method is
designed for the regular education classrooms to include students with special needs so they can
become successfully integrated into mainstreamed settings. A special education teacher or
educational support staff and an academic teacher co-teach classes and provide increased
attention, curriculum modifications and varied instructional strategies for students who
demonstrate a need for additional support. These classes are not part of a student’s IEP. Strict
adherence to the Massachusetts Curriculum Frameworks is maintained.
SPECIAL EDUCATION INSTRUCTION
The Special Education Resource and Instructional Programs offer specialized instruction and
supportive academic tutorial classes to students who have been identified as being eligible for
special education services as a result of a Special Education TEAM Evaluation and who have an
Individualized Educational Program (IEP). The classes provide individualized and small group
instruction in most major content areas, offering IEP recommended specialized instruction,
modifications and accommodations to the general curriculum. Course instructional content is
guided by and equivalent to the Massachusetts Curriculum Frameworks.
38
SPECIAL EDUCATION INSTRUCTION/P.A.S.S.
The Special Education Resource and Instructional Programs offer specialized instruction and
supportive academic tutorial to students who have been identified as being eligible for special
education services as a result of a Special Education TEAM Evaluation and who have an
Individualized Education Program (IEP). These classes provide individualized and small group
instruction in ELA, Mathematics and P.A.S.S, offering IEP-recommended specialized instruction,
modifications and accommodations to the general curriculum. Course instructional content is
guided by and equivalent to the Massachusetts Curriculum Frameworks and Common Core State
Standards.
P.A.S.S. (PROMOTING ACHIEVEMENT: STRATEGIES AND SKILLS)
GRADE 9 (0101) paired with PE on alternating days
.5 credit
GRADE 10 (0103) paired with PE on alternating days
.5 credit
GRADE 11 (0105) paired with PE on alternating days
.5credit
GRADE 12 (0107) paired with PE on alternating days
.5credit
This course is designed to offer specialized instruction in the areas of a student’s identified
disability. Students will gain a greater understanding of their primary learning style and will
develop an inventory of strategies to utilize in the completion and understanding of content area
assignments and materials. These strategies will encourage greater independence in the
management of academic responsibilities. The student should be prepared to actively participate
in this program with necessary materials and a willingness to improve skills (1 QP).
39
ENGLISH LANGUAGE ARTS
The goal of the English Language Arts program is to provide a literature-based program
founded on intensive reading, writing, speaking and listening. Using the Massachusetts
Language Arts Curriculum Frameworks as its core, the program will provide students with a
solid body of knowledge derived from the following: reading high quality works of literature;
experience in confronting human issues and conflicts; developing a strong sense of values
including personal, social, and aesthetic; and attaining critical language competencies and
thinking skills. Students should select courses that they will find challenging and that best meet
their educational objectives.
GRADE 9
READING ENGLISH I (1311)
2 credits
Reading English classes assist special needs students in improving the receptive and expressive
language skills that will result in the development of effective reading and communication
abilities. Instruction is guided by the Massachusetts Curriculum Frameworks and includes
comprehensive literature, grammar, vocabulary and written expression components (1QP).
ENGLISH I (1321T)
2 credits
This course is designed to develop a foundation in English language arts through reading classic
and contemporary works, applying reading strategies, and the development of writing skills with
the aid of additional supports that allow for modifications that meet students’ specific needs.
Through close reading and discussion of major literary genres including short stories, nonfiction, poetry, drama and the novel, students will foster the thinking and writing skills necessary
for the 21st Century student (2QP). Please refer to the earlier description of Team Teaching.
ENGLISH I-CP (1331)
2 credits
This is a course dedicated to college preparation which will build on skills students have
acquired in previous years of ELA study. This course focuses on short stories, non-fiction,
poetry, drama, the novel vocabulary development, as well as writing, listening, and speaking
skills while developing strong formal writing skills. Students will also be preparing for rigorous
standardized state exams. Students taking this course should anticipate a steady pace of
instruction (3QP).
HONORS ENGLISH I (1341)
2 credits
This is a faster-paced, college preparatory course that will refine the skills already acquired in
previous years of language study. It will focus on short stories, several novels and plays,
college-bound vocabulary development, as well as writing, speaking and listening skills
developing strong formal writing skills. Students will be exposed to materials not only in
preparation for the MCAS, but for the PSAT/SAT as well. Students taking this course should
anticipate more intensive and independent work (4QP). Students must have a 93 or higher to
move from College Prep to Honors.
40
GRADE 10
READING ENGLISH II (1313)
2 credits
Reading English classes assist special needs students in improving the receptive and expressive
language skills that will result in the development of effective reading and communication
abilities. Instruction is guided by the Massachusetts Curriculum Frameworks. Short stories,
novels, and plays will be studied along with instruction in writing skills (1QP).
ENGLISH II (1323T)
2 credits
This course is designed to build on and strengthen the foundation gained in the 9th grade with
extra instructional supports that accommodate specific student needs. Through a variety of
novels, the tragic play, non-fiction, and poetry, students will explore character relationships,
conflicts and other literary elements and develop their writing skills through such genres.
Writing will focus on communicating ideas through analysis of literature using textual evidence
to support a thesis. These practices are necessary for success on the MCAS as well as
preparation for future high school courses, college and career readiness (2QP). Please refer to
the earlier description of Team Teaching.
ENGLISH II-CP (1333)
2 credits
This course is dedicated to building on skills students acquired in English I. This course focuses
on a variety of novels, the tragic play, non-fiction, poetry, vocabulary development, as well as
writing, speaking and listening skills, and state testing preparation while developing strong
formal writing skills that emphasize literary analysis. State testing materials and extensive
writing will be a primary focus. Students taking this course should anticipate a steady pace of
instruction (3QP).
HONORS ENGLISH II (1343)
2 credits
This intensive and faster paced course is a rigorous study in literature and writing. It is designed
to further refine the skills acquired in Honors English I. This course focuses on a variety of
novels, the tragic play, non-fiction, poetry, and college-bound vocabulary development, as well
as writing, speaking and listening skills while developing strong formal writing skills that
emphasize literary analysis. Students will be required to work extensively in preparation for not
only the MCAS, but also the PSAT/SAT in their critical reading and writing skills. Students
taking this course should anticipate more intensive and independent work (4QP). Students must
have a 93 or higher to move from College Prep to Honors.
41
GRADE 11
READING AMERICAN LITERATURE III (1315)
2 credits
Reading English classes assist special needs students in improving the receptive and expressive
language skills that will result in the development of effective reading and communication
abilities. Instruction is guided by the Massachusetts Curriculum Frameworks and includes the
study of myths and folklore, novels, short stories, American poetry, and other contemporary
authors (1QP).
AMERICAN LITERATURE III (1325T)
2 credits
This course explores the many facets of American literature in conjunction with its historical
importance. It integrates writing, reading, and critical thinking practices from previous years and
incorporates additional instruction and modifications that accommodate student needs. Through
the research paper, group and individual projects, oral presentations and class discussions, the
students will be exposed to a variety of approaches (chronological, historical, and thematic) that
American writers’ use (2QP). Please refer to the earlier description of Team Teaching.
AMERICAN LITERATURE III-CP (1335)
2 credits
This course is designed to explore the many facets of American literature in conjunction with its
historical importance. It integrates writing, reading, creative and critical thinking practices.
Through the research paper, group and individual projects, oral presentations and class
discussions, the students will be exposed to a variety of approaches American writers have used
in order to convey their ideas. Students taking this course should anticipate a steady pace of
instruction and work (3QP).
HONORS AMERICAN LITERATURE III (1345)
2 credits
This intensive course in literary study will focus on American writers using a variety of
approaches (chronological, historical or thematic). Since this type of course prepares students
for the PSAT/SAT and possibly qualifying for AP Literature and Composition senior year,
students taking this course will be working at an advanced, more independent level. There will
be extensive reading and formal writing in this course (4QP). Students must have a 93 or higher
to move from College Prep to Honors.
42
GRADE 12
READING LITERATURE & WRITING IV (1317)
2 credits
This course for special needs students is designed to provide small group and specialized
instruction in reading comprehension and written expression. It is designed to give students a
final review of all the reading and writing skills they have developed. Novels, short stories and
dramas dealing with many universal themes will be discussed. Also included is a unit on job
skills, resume writing, interviewing techniques and job applications (1QP).
LITERATURE & WRITING IV (1327T)
2 credits
This developmental literature based course integrates writing, reading and analysis practices
from previous years and incorporates additional instruction and modifications that accommodate
student needs. By delving into various pieces of fiction, including classic and contemporary
novels, short stories and drama dealing with universal themes, students will further their critical
and creative thinking skills and improve their writing abilities in preparation for their future
career paths (2QP). Please refer to the earlier description of Team Teaching.
LITERATURE & WRITING IV-CP (1337)
2 credits
This literature based course integrates writing, reading and analysis practices from previous
years. Various pieces of fiction, including classic and contemporary novels, short stories and
drama dealing with universal themes will be discussed. Students will continue to develop the
literacy skills while focusing on highly structured writing that will prepare them for college and
career paths (3QP).
HONORS WORLD LITERATURE IV (1347)
2 credits
This course is designed to give students a survey of world literature from Ancient Sumerian
writings to the modern novel and is designed for self-motivated students who are interested in
reading and analyzing challenging literature. The course will focus on classic and influential
works of literature from around the world presented both chronological and thematic that is
universal in theme. Students’ writing will be held to a high level of expectations appropriate for
earning honors credit (4QP). Students must have a 93 or higher to move from College Prep to
Honors.
43
ADVANCED PLACEMENT ENGLISH LITERATURE
AND COMPOSITION (1357AP)
2 credits
This rigorous course is intended to function at the college level and is reviewed by the College
Board; therefore students need to be adept in analysis with strong writing skills and extremely
motivated. It is rich in higher-level thinking where students will be required to read, analyze and
evaluate a variety of literature. Students should expect a demanding English experience with a
significant workload that concludes with the AP English and Literature Exam in May. AP
English Literature and Composition will challenge, stimulate, and deepen the enthusiastic
literature student. Pre-approval and parent conference is a requirement for this course.
Students are required to take the AP exam. There is an exam fee required by the Collegeboard
(4.25 QP)
44
MATHEMATICS
The Mathematics program provides students with the opportunity to participate in courses
designed to satisfy their educational goals, interests and needs. The program is flexible and
students are able to transfer from one type of preparation to another should their initial selection
no longer be appropriate. Students may pursue courses that will prepare them for technical
employment and business, as well as education beyond the secondary level, i.e., Algebra I,
Geometry, Algebra II, Trigonometry, Statistics, Pre-Calculus and Calculus. All courses strictly
adhere to the Massachusetts Curriculum Frameworks.
GRADE 9
RESOURCE ALGEBRA I (2311)
2 credits
Resource Algebra I is designed for students who require small groups and specialized instruction
with mathematical processes. Emphasis is placed on exploring and using multiple strategies for
solving problems, as well as determining, collecting and analyzing appropriate data for problem
solving situations in Algebra I. All strands of the curriculum frameworks are covered in this
course with special emphasis put on MCAS preparation (1QP).
ALGEBRA I (2321T)
2 credits
This course emphasizes the importance of understanding and using mathematics as a tool to
explore new relationships and patterns, rather than simply memorizing terms, procedures and
rules. The course will cover most of the topics covered in Algebra I (2331) with an extra
emphasis placed on MCAS preparation (2QP). Please refer to the earlier description of Team
Teaching.
ALGEBRA I-CP (2331)
2 credits
Algebra I is a traditional course designed to prepare students for technical employment and postsecondary education. This course develops the ability to think in a logical and systematic way
and assists the students in technical training. Topics include the fundamental laws and operations
of real and complex numbers, open sentences, solutions of verbal and real life problems,
inequalities, absolute value, equations involving linear, quadratic, and absolute values, matrices,
factoring, radicals, measure of central tendency, statistical graphs, and graphing of linear,
quadratic, and exponential function. An emphasis will be placed on MCAS preparation (3QP).
HONORS ALGEBRA I (2441)
2 credits
This course is offered to in-coming freshmen who have demonstrated a good understanding of
algebra concepts. This will be determined by previous courses the student has taken and a series
of algebraic exams that will be taken at Blue Hills. The topics covered in Algebra I (2331) will
be studied in greater depth and will be applied to a wider expanse of algebraic concepts. If time
allows, students will also study polynomial, radical and rational functions. An emphasis will be
placed on MCAS preparation (3.5QP).
45
HONORS ALGEBRA II (2341)
2 credits
The successful completion of Algebra I is a prerequisite for taking this course. This course is
recommended for students who are interested in post-secondary education or employment in a
field that uses higher mathematics. The focus of this course is providing students with a means of
operating with mathematical concepts at an abstract level and then applying this skill to many
real world problems. The main topics covered in this course are solving linear and quadratic
equations and inequalities, solving algebraic and real world problems using matrices, operations,
composition and transformation of linear, quadratic and exponential functions, simplifying
rational expressions, solving rational equations and basic logarithmic properties. An emphasis
will be placed on MCAS preparation (4QP).
GRADE 10
RESOURCE GEOMETRY (2313)
2 credits
Resource Geometry is designed for students who require small groups and specialized instruction
with mathematical processes. Emphasis is placed on exploring and using multiple strategies for
solving problems, as well as determining, collecting and analyzing appropriate data for problem
solving situations in Geometry. All strands of the curriculum frameworks are covered in the
course with special emphasis placed on MCAS preparation (1QP).
GEOMETRY (2323T)
2 credits
This course emphasizes the importance of understanding and using mathematics as a tool to
explore new relationships and patterns rather than memorizing terms, procedures and rules. The
course will provide a foundation in principles of Geometry. The course will cover most of the
topics covered in Geometry (2333) with an extra emphasis placed on MCAS preparation (2QP).
Please refer to the earlier description of Team Teaching.
GEOMETRY-CP (2333)
2 credits
This course is designed to develop the deductive and analytic approach to plane geometry
concepts with which the students are often intuitively familiar. Geometry prepares students for
technical employment by providing applications in the various occupational areas and for postsecondary education. A firm foundation of geometric principles in such topics as angles,
polygons, circles, solids, proofs and measurement is put in place that allows the student to pursue
more advanced courses in mathematics. An emphasis will be placed on MCAS preparation
(3QP).
HONORS GEOMETRY (2343)
2 credits
46
This accelerated course is offered to students who have demonstrated mathematical excellence in
their freshman year. The topics covered in Geometry (2333) will be studied in greater depth and
will be applied to a wider expanse of mathematical concepts. Deductive and inductive reasoning
and formal proof will be emphasized in the study of geometric principles, thus allowing the
Honors Geometry student to pursue more advanced courses in mathematics. An emphasis will be
placed on MCAS preparation (4QP). Prerequisite: Honors Algebra II with B- or above,
Honors Algebra I with a B or above.
GRADE 11
RESOURCE ALGEBRA II (2315)
2 credits
Resource Algebra II is designed for students who require small groups and specialized
instruction with mathematical processes. Emphasis is placed on exploring and using multiple
strategies for solving problems, as well as determining, collecting, and analyzing appropriate
data for problem solving situations in Algebra II. All strands of the curriculum frameworks are
covered in the course (1QP).
ALGEBRA II (2325T)
2 credits
Emphasis is placed on using multiple approaches to problem solving. The use of graphs and
tables will be an integral component of each unit of study as will the use of graphing calculators
and computers. The course will cover the majority of the topics covered in Algebra II (2335). If
necessary, MCAS preparation will be provided (2QP). Please refer to the earlier description of
Team Teaching.
ALGEBRA II-CP (2335)
2 credits
Algebra II is recommended for students who are interested in post-secondary education or
employment in a field that uses higher mathematics. The focus of this course is providing
students with a means of operating with mathematical concepts at an abstract level and then
applying this skill to many real world problems. The main topics covered in this course are
solving linear and quadratic equations and inequalities, solving algebraic and real world
problems using matrices, operations, composition and transformation of linear, quadratic and
exponential functions, and simplifying rational expressions. (3QP).
HONORS ALGEBRA II (2535)
2 credits
Algebra II is recommended for students who are interested in post-secondary education or
employment in a field that uses higher mathematics. The focus of this course is providing
students with a means of operating with mathematical concepts at an abstract level and then
applying this skill to many real world problems. The main topics covered in this course are
47
solving linear, radical and quadratic equations and inequalities, solving algebraic and real world
problems using matrices, operations, composition and transformation of linear, quadratic and
exponential functions simplifying rational expressions, solving rational equations and basic
logarithmic properties. (3.5 QP). Prerequisite: Algebra I and CP Geometry or Honors
Geometry with a C+ or above.
TRIGONOMETRY (2435)
2 credits
Trigonometry is recommended for both college-bound students and for those who plan on
entering fields of work such as electronics, electricity and drafting. It includes a review of
algebra and geometry and a complete study of trigonometry functions and their applications
(3.5QP). Prerequisite: successful completion of Algebra II.
PRE-CALCULUS (2345)
2 credits
The focus of this course is solving, graphing and finding the inverse of the following functions:
linear, polynomial (quadratics, cubics, quantics, quintics), radical, exponential, logarithmic and
trigonometric. Students will graph and solve inequalities of one and two variables, including
linear programming. Students will have a complete study of trigonometry and will work with
vectors and the complex number system (4QP). Prerequisite: Algebra II and Honors
Geometry with a B- or above.
GRADE 12
RESOURCE TRIGONOMETRY (2317)
2 credits
Resource Algebra II and Trigonometry is designed for students who require small groups and
specialized instruction with mathematical processes. The focus of this course is providing
students with a means of operating with mathematical concepts at an abstract level and then
applying this skill to many real world problems (1 QP).
TRIGONOMETRY (2327T)
2 credits
Emphasis is placed on using multiple approaches to problem solving. The focus of this course is
providing students with a means of operating with mathematical concepts at an abstract level and
then applying these skills to many real-world problems. The course will cover advanced topics in
Algebra II and the basics of right triangle Trigonometry (2 QP). Please refer to the earlier
description of Team Teaching.
TRIGONOMETRY-CP (2337)
2 credits
48
Trigonometry is recommended for both college-bound students and for those who plan on
entering fields of work such as electronics, electricity and drafting. It includes a review of
algebra and geometry and a complete study of trigonometric functions and their uses (3QP).
Prerequisite: successful completion of Algebra II.
STATISTICS (2537)
2 credits
This course introduces students to general statistical methods used in the collection, presentation,
analysis, and interpretation of statistical data. Topics to be covered include frequency
distributions, measure of central tendency, probability theory, binomial distributions, and the
application of concepts in statistical methodology (3QP). Prerequisite: Trigonometry, CP
Algebra II or Honors Algebra II with a B- or above.
PRE-CALCULUS (2437)
2 credits
This accelerated course is offered to college bound seniors. The focus of this course is solving,
graphing and finding the inverse of the following functions: linear, polynomial (i.e.: quadratics,
cubics, quantics, quintics), radical, exponential, logarithmic and trigonometric. Students will
graph and solve inequalities of one and two variables, and engage in a study of linear
programming (3.5 QP). Prerequisite: Trigonometry or Honors Algebra II with a C or
above.
CALCULUS (2347)
2 credits
This accelerated course is offered to seniors who have demonstrated strong mathematical ability,
and who are highly motivated to learn mathematics. Topics include sequence and series, limits,
iterating functions, differentiation and integration. Computer technology and graphing
calculators will be utilized in the problem-solving sections of this course (4QP). Prerequisite:
Pre-Calculus with a B- or above or approval from the Lead Teacher and Academic
Director.
49
SCIENCE
The science offerings at Blue Hills Regional Technical School provide students with the
opportunity to learn scientific concepts and principles in a hands-on, applied manner as
recommended by the State Curriculum Frameworks in Science and Technology. Each science
concept is presented with the intention of developing inquiry skills, showing the connections with
technology and its impact on society. Throughout the different disciplines in science there are
common embedded themes. The common themes include energy, patterns, models and scales,
measurement, interactions and system, and change over time. The Curriculum Frameworks
recommend that these common themes be emphasized. The goals of the Science program are
designed to meet the needs of the entire student body, whether it is to continue education beyond
high school or to enter the work force immediately after graduation.
GRADE 9
BIOLOGY I (6121T)
2 credits
Biology begins by defining life and what it means to be living, along with the scientific method
and how it is used to investigate new questions. We will begin studying life at the cellular level,
observing cell organelles, their structure, function, and purposes. We will then explore genetics,
investigating how cells replicate and pass on genetic material. Once students understand how
genetic material is passed on we will discuss how genetic processes of replication and mutation
may have led to the evolution of different species. We will then look at how this information is
used to classify species (2 QP). Please refer to the earlier description of Team Teaching.
BIOLOGY I-CP (6131)
2 credits
Biology begins by defining life and what it means to be living, along with the scientific method
and how it is used to investigate new questions. We will begin studying life at the cellular level,
observing cell organelles, their structure, function, and purposes. We will then explore genetics,
investigating how cells replicate and pass on genetic material. Once students understand how
genetic material is passed on we will discuss how genetic processes of replication and mutation
may have led to the evolution of different species. We will then look at how this information is
used to classify species (3QP).
HONORS BIOLOGY I (6141)
2 credits
This course is an accelerated study of biological concepts and is intended for the self-motivated,
scientifically talented student who has already developed a sound foundation in general science,
lab procedures, and scientific reasoning. This is a laboratory course that utilizes the inquiry
approach to study such topics as the chemistry of life, cell structure and function, and genetics. A
long-range experimental science project or term paper may be required (4QP).
50
GRADE 10
BIOLOGY II (6123T)
2 credits
Students explore interactions between individuals and species in Ecology while examining the
body systems that regulate functions and the flow of energy in all organisms – with an emphasis
on humans. Throughout the year, the relationships between all areas of biology are emphasized
using connecting ideas such as the relationship between structure and function, homeostasis,
patterns of change over time (evolution), and the flow of matter and energy. The class is
designed to stress the interdependence of all life through hands-on experiments while preparing
students for the Biology MCAS (2 QP). Please refer to the earlier description of Team
Teaching.
BIOLOGY II-CP (6133)
2 credits
Students explore interactions between individuals and species in Ecology while examining the
body systems that regulate functions and the flow of energy in all organisms – with an emphasis
on humans. Throughout the year, the relationships between all areas of biology are emphasized
using connecting ideas such as the relationship between structure and function, homeostasis,
patterns of change over time (evolution), and the flow of matter and energy. The class is
designed to stress the interdependence of all life through hands-on experiments while preparing
students for the Biology MCAS (3QP).
HONORS BIOLOGY II (6143)
2 credits
This course is a continuation of an accelerated study of biological concepts and is intended for
the self-motivated, scientifically talented student. The laboratory course utilizes the inquiry
approach to study such topics as comparative anatomy and physiology, evolution, biodiversity,
and ecology. A long-range experimental science project or term paper may be required (4QP).
Prerequisite: B- in Honors Biology I or above and/or approval from the Lead Science Teacher
or Academic Director.
GRADE 11
EARTH SCIENCE 11: Systems and Meteorology (6635)
1 credit
Earth science is the study of the earth’s atmosphere (Meteorology) and cyclic systems that occur.
Meteorological research encompasses the observation, numerical modeling, and prediction of
weather systems such as hurricanes, severe storms, and heavy snow events. Material is
researched in such diverse areas as atmospheric dynamics, atmospheric chemistry, atmospheric
51
electricity, climate modeling, climate change, turbulence, planetary atmospheres, precipitation
physics and sun-earth interactions (3QP).
CHEMISTRY I-CP (6435)
1 credit
This is an introductory chemistry course that examines the structure of matter, its properties, and
changes in its properties as a result of chemical reactions. Emphasis is placed on the physical
world involving atomic theory, energy relationships, and chemical reactions. Laboratory work
involves first-hand experiences in the use of chemical equipment and the development of
manipulative skills in order to conduct chemical investigations using observation and
accumulated data to arrive at conclusions (3QP). Prerequisite: C+ or above in Algebra I or
approval from the Lead Science Teacher and Academic Director.
HONORS CHEMISTRY I (6445)
1 credit
Honors Chemistry I is an accelerated Chemistry course designed to offer students the
opportunity to master the conceptual and mathematical principles of chemistry. Students
interested in attending college or pursuing a science related career, such as medical professions,
engineering, lab technology, or research should take this course. This course examines the
structure of matter, its properties, and changes in its properties as a result of chemical reactions.
Emphasis is placed on the physical world involving atomic theory, energy relationships, and
chemical reactions. Laboratory work involves first-hand experiences in the use of chemical
equipment and the development of manipulative skills in order to conduct chemical
investigations using observation and accumulated data to arrive at conclusions (4QP).
Prerequisite: B+ or above in Algebra II or Honors Algebra I or approval from the Lead
Science Teacher and Academic Director.
PHYSICS I-CP (6835)
1 credit
This is a college preparatory course that emphasizes the concepts of mechanics - motion, energy,
and the interactions of matter. Topics include conservation of energy, work, and power,
kinematics, forces, circular motion, conservation of momentum, and heat. This is a laboratory
and project based science course that requires some algebra which will be reinforced in the
course. (3QP). Prerequisite: C+ or above in Algebra I or approval from the Lead Science
Teacher and Academic Director.
HONORS PHYSICS I (6845)
1 credit
This is an honors level course that emphasizes the concepts of mechanics - motion, energy, and
the interactions of matter. Topics include conservation of energy, work, and power, one and
two-dimensional motion including circular motion, forces, conservation of momentum, and
heat. This is a laboratory and project based science course that requires a significant amount of
algebra. (4QP). Prerequisite: B+ or above in Algebra II or Honors Algebra I or approval from
the Lead Science Teacher and Academic Director.
52
GRADE 12
EARTH SCIENCE 12: Geology and Oceanography (6637)
1 credit
Please note: Earth Science 11 is NOT a prerequisite for Earth Science 12.
Earth Science 12 is a contemporary, interdisciplinary approach to the earth and its environment.
Areas of concentration include Geology, which is the study of the Earth, the materials of which it
is made, the structure of those materials, and the processes acting upon them and Oceanography,
which is an interdisciplinary science in which researchers from diverse fields focus on the broad
goal of understanding the ocean. Throughout the course, renewable and non-renewable
environmental resources are stressed, including, but not limited to, their formation, acquisition,
efficiency, and pollution factors. Students study alternative energy sources such as geothermal,
solar, hydroelectric, wind, and biomass; with the intent of evaluating the viability of each
resource while considering their environmental problems and solutions. Another major theme of
the course is the universality of change, from catastrophic events to the rock cycle through plate
tectonics to postulated changes in the environment based on the affects and activities of humans.
The role of energy conversions as an agent of change is given emphasis (3QP).
CHEMISTRY II (6437)
1 credit
This course is designed as a college preparatory laboratory course. Emphasis is shifted away
from purely descriptive chemistry toward the study of chemical principles. Major topics such as
measurement, matter and energy, atomic structure, the mole concept, formulas and equations, the
gas laws, chemical bonding, solutions, and acids and bases are reviewed. Other topics covered
are atomic and molecular structure of matter, stoichiometry, periodicity, chemical bonding,
chemical and physical properties of matter, changes of state, solutions, kinetics, equilibrium,
acids and bases, thermodynamics, nuclear chemistry, and an introduction to organic chemistry.
The laboratory program is an integral part of this course and is used to help students understand
how chemical principles are developed from experimental data and observations (3QP).
Pre-requisite: Successful completion of Chemistry I, a minimum of C grade in Algebra II and
approval of the Science Lead Teacher.
HONORS CHEMISTRY II (6447)
1 credit
A continuation of Honors Chemistry I for students who are self-motivated, possess above
average math skills and have successfully completed Honors Chemistry I may consider this
laboratory course. It is designed for students who may be considering a career in science or a
health-related field. It is an accelerated study of such topics as stoichiometry, gas laws,
solutions, equilibrium, acids and bases, and electrochemistry. A focus on problem solving and
critical reasoning skills will be emphasized throughout the course. A long-range experimental
science project may be required. (4QP)
Prerequisite: Successful completion of Honors Chemistry I with a grade of B- or higher, a
minimum of B+ grade in Pre-Calculus or Algebra II, and/or approval of the Science Lead
Teacher.
53
PHYSICS II-CP(6837)
1 credit
This laboratory course is designed to give students a general knowledge of the major concepts
and theories of physics. Major topics such as motion, heat, sound, light, and electricity are
reinforced and other topics covered are the study of motion and energy with the aim to develop a
student’s ability to observe, experiment with, and analyze the surrounding physical world. A
focus on problem solving and critical reasoning skills will be emphasized throughout the course.
Several engineering-based science projects may be a required component of this course.
Students should possess math skills in algebra, geometry, and trigonometry. These skills will be
reinforced in the class. This is a laboratory course. (3QP).
Pre-requisite: Successful completion of CP Physics I.
HONORS PHYSICS II (6847)
1 credit
This honors level laboratory course is designed to give students a general knowledge of the
major concepts and theories of physics. Major topics such as motion, heat, sound, light, and
electricity are reinforced and other topics covered are the study of motion and energy with the
aim to develop a student’s ability to observe, experiment with, and analyze the surrounding
physical world. A focus on problem solving and critical reasoning skills will be emphasized
throughout the course. Several engineering-based science projects may be a required component
of this course. Students who are self-motivated, and possess strong math skills in algebra,
geometry and elementary trigonometry should consider this laboratory course. (4QP).
Pre-requisite: Successful completion of Honors Physics I and minimum C grade in PreCalculus, or approval of the Science Lead Teacher and Academic Director.
54
SOCIAL STUDIES
The goal of the social studies program is to instill participatory citizenship through a curriculum
that stresses broad thinking, reading, and writing skills. To satisfy this goal, the social studies
curriculum provides a number of courses that are designed to meet the educational needs of
students. The curriculum has courses to prepare students for further study and provides course
material for those entering the world of work. The social studies curriculum has maintained a
sufficient degree of flexibility to provide students with the information and skills needed to
adequately prepare them for societal change. The social studies curriculum is aligned to the
Massachusetts Curriculum Frameworks.
GRADE 9
U.S. HISTORY I (7121T)
2 credits
This ninth grade course surveys issues in early American history. It illustrates the influences of
American history from early 1500’s to the early 1900’s. The major topics covered will be:
American colonization, the struggle for independence, development of a new nation and its
constitutional framework, westward expansion, the Civil War, the era of Reconstruction and the
rise of labor during the Industrial Revolution. The focus of the course is to give students an indepth historical perspective from which to approach the political, economic and social issues that
they face in their everyday lives (2QP). Please refer to the earlier description of Team
Teaching.
U.S. HISTORY I–CP (7131)
2 credits
This ninth grade course surveys issues in early American history. It illustrates the influences of
American history from early 1500’s to the early 1900’s. The major topics covered will be:
American colonization, the struggle for independence, development of a new nation and its
constitutional framework, westward expansion, the Civil War, the era of Reconstruction and the
rise of labor during the Industrial Revolution. The focus of the course is to give students an indepth historical perspective from which to approach the political, economic and social issues that
they face in their everyday lives (3QP).
GRADE 10
U.S. HISTORY II (7123T)
2 credits
This tenth grade course surveys United States history from the turn of the century, including
industrialization, World War I, reassessment of national policies and economic changes in the
post war period. It surveys political, economic and social development related to this period. It
introduces the New Deal Era, recalls its roots and traces its development and the changes
precipitated by the impending World War II. The course explores the causal relationships
55
between World War II and to the United States’ involvement in post-war Europe and subsequent
commitment in Asia. It assesses United States’ policy in Middle Eastern affairs and analyzes
political and economic factors related to foreign policy. It surveys domestic social changes in the
post-World War II and post-Vietnam eras, including the constitutional debates associated with
changing political attitudes (2QP). Please refer to the earlier description of Team Teaching.
U.S. HISTORY II-CP (7133)
2 credits
This tenth grade course surveys United States history from the turn of the century, including
industrialization, World War I, reassessment of national policies and economic changes in the
post war period. It surveys political, economic and social development related to this period. It
introduces the New Deal Era, recalls its roots and traces its development and the changes
precipitated by World War II. The course explores the causal relationships between World War
II and the United States’ involvement in post war Europe and subsequent commitment in Asia. It
assesses United States’ policy in Middle Eastern affairs, and analyzes political and economic
factors related to foreign policy. It surveys domestic social changes in the post-World War II and
post-Vietnam eras, including the constitutional debates associated with changing political
attitudes (3QP).
HONORS U.S. HISTORY II-CP (7143)
2 credits
This tenth grade course is a rigorous survey of United States history from the turn of the century,
including industrialization, World War I, reassessment of national policies and economic
changes in the post war period. It surveys political, economic and social development related to
this period. It introduces the New Deal Era, recalls its roots and traces its development and the
changes precipitated by World War II. The course explores the causal relationships between
World War II and the United States’ involvement in post war Europe and subsequent
commitment in Asia. It assesses United States’ policy in Middle Eastern affairs, and analyzes
political and economic factors related to foreign policy. It surveys domestic social changes in the
post-World War II and post-Vietnam eras, including the constitutional debates associated with
changing political attitudes (4 QP).
GRADE 11
WORLD HISTORY (7025)
1 credit
This eleventh grade course is a comprehensive survey of world history and the many cultures of
the world with an emphasis on the Modern Era from the Renaissance to the present. The course
will include historical, geographical, economic, technological, social, political, and current event
strands aligned with the Massachusetts Curriculum Frameworks for World History. Through
reading, writing, research and presentation, students learn to analyze the cause/effect
relationships between geography and historical development (2QP).
56
WORLD HISTORY-CP (7035)
1 credit
This eleventh grade course is a comprehensive survey of world history and the many cultures of
the world with an emphasis on the Modern Era from the Renaissance to the present. The course
includes historical, geographical, economic, technological, social, political, and current event
strands aligned with the Massachusetts Curriculum Frameworks for World History. Through
reading, writing, research and presentation, students are required to analyze the cause/effect
relationships between geography and historical development (3QP).
HONORS WORLD HISTORY (7045)
1 credit
This eleventh grade course is a rigorous survey of world history and the many cultures of the
world with an emphasis on the Modern Era from the Renaissance to the present. The course
includes historical geographical, economic, technological, social, political, and current event
strands aligned with the Massachusetts Curriculum Frameworks for World History. Through
reading, writing, research, and presentation, students are required to analyze the cause/effect
relationships between geography and historical development (4QP).
GRADE 12
U.S. GOVERNMENT (7027)
1 credit
This twelfth grade course provides students with an analytical perspective on government and
politics in the United States. This course includes both the study of general concepts used to
interpret U.S. government and politics and the analysis of specific examples. It also provides
familiarity with the various institutions, groups, beliefs and ideas that constitute U.S. government
and politics. Topics include: The Constitution, political beliefs and behaviors, political parties,
interest groups and mass media, government institutions and structure, public policy, civil rights
and civil liberties. (2QP).
U.S. GOVERNMENT & POLITICS-CP (7037)
1 credit
This twelfth grade course provides students with an analytical perspective on government and
politics in the United States. This course includes both the study of general concepts used to
interpret U.S. government and politics and the analysis of specific examples. It also provides
familiarity with the various institutions, groups, beliefs and ideas that constitute U.S. government
and politics. Topics include: The Constitution, political beliefs and behaviors, political parties,
interest groups and mass media, government institutions and structure, public policy, civil rights
and civil liberties (3QP).
57
HONORS U.S. GOVERNMENT & POLITICS (7047)
1 credit
This twelfth grade course provides students with an analytical perspective on government and
politics in the United States. This course includes both the study of general concepts used to
interpret U.S. government and politics and the analysis of specific examples. It also provides
familiarity with the various institutions, groups, beliefs and ideas that constitute U.S. government
and politics. Topics include: The Constitution, political beliefs and behaviors, political parties,
interest groups and mass media, government institutions and structure, public policy, civil rights
and civil liberties (4QP).
ADVANCED PLACEMENT U.S. GOVERNMENT &
POLITICS (7057AP)
2 credits
This twelfth grade Advanced Placement course provides students with an analytical perspective
on government and politics in the United States. This course includes both the study of general
concepts used to interpret U.S. government and politics and the analysis of specific examples. It
also provides familiarity with the various institutions, groups, beliefs and ideas that constitute
U.S. government and politics. Topics include: The Constitution, political beliefs and behaviors,
political parties, interest groups and mass media, government institutions and structure, public
policy, civil rights and civil liberties. Students are required to take the Advanced Placement test
in May. A cumulative grade of 85 or above in World History Honors and permission of the
Academic Director are prerequisites for this course (4.25QP).
58
PHYSICAL/HEALTH EDUCATION
The Physical Education program emphasizes that physical activity is an essential part of overall
health. Physical Education provides a solid foundation for learning the benefits of an active
lifestyle and positive effects of being physically fit. Students will have opportunities to learn and
practice lifelong habits and healthful behaviors. Ninth and tenth grade students will participate
in one term/semester of pool which will concentrate on Red Cross Level V swim techniques and
practices. Students will also spend one marking period in a health class, which is a component to
many of the skills and concepts that are reinforced in the physical education classes. All Grades
will spend one term in the Wellness Center taking part in a cardiovascular and strength program
that will help them in the future for life-long health. In addition, students are taught nutrition,
wellness, and good decision-making as part of an overall balanced and healthful life (1QP each
course).
Special Education students who are enrolled in the P.A.S.S. course will alternate between
odd and even days (refer to the Parent Student Handbook), and will share every other day of
their academic cycles with PE / Health. Therefore, they will receive 0.5 credits for PASS
and 0.5 credits for PE/Health.
PHYSICAL EDUCATION / HEALTH 9 (9021)
or
1 credit
PHYSICAL EDUCATION / HEALTH / P.A.S.S 9 (9121) by assignment only .5 credit*
A core course for freshmen establishes a foundation in a variety of physical education activities.
Students will participate in fitness testing as an essential element of a health related physical
education program. Students will learn how to assess their fitness level. They will set fitness
goals and chart progress. Students will be provided with specific information and strategies to
develop and maintain personal fitness for a lifetime. They will experience and better understand
the components of health related fitness. Instruction, practice, and participation are provided in
conditioning, fitness, flag football, soccer, basketball, floor hockey, gymnastics, speedball,
tumbling, volleyball, softball and track and field. Special programs in physical fitness testing and
the Project Adventure indoor course are also included. For the health component of the class,
grade nine students receive an introduction to health. Emphasis is placed on the benefits of a
positive attitude and good self-esteem. Students discuss getting along with parents and the
impact of divorce on the family. Decision-making and the different ways of making a
responsible decision are explored. Drug use and abuse in society are discussed. Sexual
harassment and issues around sexuality are included in grade nine. Current events relating to
health, bullying and cyber-bullying are also discussed (2QP).
PHYSICAL EDUCATION / HEALTH 10 (9023)
1 credit
or
PHYSICAL EDUCATION / HEALTH / P.A.S.S. 10 (9123) by assignment only .5 credit*
A core course for sophomores establishes a foundation in a variety of physical education
activities. Students will participate in fitness testing as an essential element of a health related
physical education program. Students will learn how to assess their fitness level. They will set
59
fitness goals and chart progress. Students will be provided with specific information and
strategies to develop and maintain personal fitness for a lifetime. They will experience and
better understand the components of health related fitness. This is a broad and varied course that
includes a variety of coeducational games and activities. The program offers many small and
large group games, basic skills and fundamental aspects of team games, such as basketball,
soccer, track and field, softball, team handball, volleyball and flag football. Various other
activities include testing, Project Adventure, weight training and cardiovascular conditioning.
For the health component of the class, students in grade ten continue to discuss decisions about
drugs and alcohol. The effects of gateway drugs, nicotine, alcohol, marijuana and cocaine are
studied. Great emphasis is placed on the dangers of smoking cigarettes and the impact smoking
has on society. Preventing teenage pregnancy, resolving conflict peacefully and making schools
safe for all students are also included in grade ten. Current health-related issues are discussed
(2QP).
PHYSICAL EDUCATION / HEALTH 11 (9025)
1 credit
or
PHYSICAL EDUCATION / HEALTH / P.A.S.S. 11 (9125) by assignment only .5credit *
The program for juniors consists of sports and games designed to be played at both a competitive
and recreational level. Students refine the skills they developed in grades nine and ten. These
skills are then practiced in game situations where students learn teamwork, cooperation and rules
and regulations. Peer teaching and peer assessment is encouraged. The focus is on developing a
solid foundation for learning the benefits of a healthy lifestyle and being physically fit.
Appropriate instruction and practice opportunities teach students to build strength and stamina
safely and effectively. Using a variety of machines, free weights, bands and body weight,
students learn the essential knowledge to develop overall fitness. Juniors participate in Project
Adventure as a unit. They spend time challenging themselves on the high elements and working
with their classmates in a cooperative setting. For the health component of the class, students in
grade eleven continue to discuss chemical abuse in society. In addition, there will be a unit on
human sexuality. Students will learn about reproductive anatomy and physiology. Also, they will
discuss prevention of teenage pregnancy and learn about birth control, emphasizing abstinence as
the only 100% means of preventing pregnancy. The issue of sexually transmitted diseases will
also be discussed. Driving under the influence of drugs or alcohol is reviewed and ways of
preventing this are discussed. Dealing with stress, sexual harassment and making schools safe for
all students is included. Current events relating to health are discussed (2QP).
PHYSICAL EDUCATION / HEALTH 12 (9027)
1 credit
or
PHYSICAL EDUCATION / HEALTH / P.A.S.S. 12 (9127) by assignment only .5 credit*
Senior classes participate in a sports and games model that aims to replicate the key
characteristics of team activity within an educational context of a physical education class.
These grade 12 classes aim to develop good sportsmanship, increase student knowledge and
competency in content area as well as student responsibility and positive social behaviors. In
addition, seniors graduate to outside Project Adventure elements and are encouraged to take on
60
leadership roles and more extensive challenges. Fitness is the primary goal in physical
education. Seniors develop personal fitness programs and create a plan for lifelong fitness.
Personal evaluations and assessments provide students with a systematic method for setting and
reaching goals. Major concepts related to physical activity and fitness are presented to equip
students with useful strategies to improve and maintain fitness for a lifetime. For the health
component of the class, students in grade twelve will continue to discuss the use and abuse of
chemicals, as well as information about human sexuality. There will be a unit on first aid and
personal safety. Students will practice mouth-to-mouth resuscitation and cardiopulmonary
resuscitation. Emergency first aid procedures and practices will be taught as well. Emphasis will
be placed on proper diet, nutrition and exercise, as well as losing or maintaining “ideal” weight.
In addition, students will discuss death and dying as well as “at risk” students and suicide.
Current events relating to health are discussed (2QP).
*1QP for 9121, 9213, 9125, 9127 and 1QP for 0101, 0103, 0105, 0107
61
SUPPLEMENTAL/REMEDIATION
SUPPLEMENTAL BIOLOGY Grade 11 (6005)
1 credit
This class, offered in a small-group format, is offered only to students who did not receive a
passing score on the Biology MCAS (2QP). Enrollment determined by the Academic Director.
TITLE I SERVICES
The Title I program is a supplementary education program in accordance with No Child Left
Behind. Factors that determine eligibility for Title I services include performance on
standardized tests and teacher recommendations. Questions about Title I services can be directed
to the Title I Director at (781) 828-5800, ext. 217. “The Title I program is a federally funded
supplementary education initiative that supports the efforts of Blue Hills to be in
compliance with the regulations of No Child Left Behind.” Blue Hills Regional Technical
School uses Title I funding from the United States Department of Education to support its
educational program. Enrollment determined by Title 1 Director.
ENGLISH AS A SECOND LANGUAGE
(4000X and 4000Y)
The English as a Second Language (ESL) program at Blue Hills is designed to assist students
whose first language is not English to acquire proficiency in the English language. Students
receive developmentally appropriate instruction in the areas of reading, writing, speaking, and
listening while working in collaboration with English Language Arts, Mathematics, Social
Studies, Science and Vocational Technical program to focus on continued academic language
development.
Students are assigned to ESL classes according to grade level and/or English proficiency. The
need for ESL services is determined based on the IDEA or W-APT and ACCESS test scores,
other standardized test scores, prior ESL inclusion, and teacher recommendations. The ESL
curriculum is aligned with the Massachusetts and World-Class Instructional Design and
Assessment (WIDA) standards. Students will continue striving through the six levels of language
proficiency of Level 1: Entering, Level 2: Emerging, Level 3: Developing, Level 4: Expanding,
Level 5: Bridging, Level 6: Reaching.
ELL students will be closely monitored and assessed by the ELL Director and ESL instructor
and are expected to fulfill school requirements for graduation. Enrollment determined by
English Language Learner Director/Academic Director.
62
SPECIAL EDUCATION INSTRUCTION/P.A.S.S.
The Special Education Resource and Instructional Programs offer specialized instruction and
supportive academic tutorial to students who have been identified as being eligible for special
education services as a result of a Special Education TEAM Evaluation and who have an
Individualized Education Program (IEP). These classes provide individualized and small group
instruction in ELA, Mathematics and P.A.S.S, offering IEP-recommended specialized instruction,
modifications and accommodations to the general curriculum. Course instructional content is
guided by and equivalent to the Massachusetts Curriculum Frameworks and Common Core State
Standards.
P.A.S.S. (PROMOTING ACHIEVEMENT: STRATEGIES AND SKILLS)
GRADE 9 (0101) paired with PE on alternating days
.5 credit
GRADE 10 (0103) paired with PE on alternating days
.5 credit
GRADE 11 (0105) paired with PE on alternating days
.5credit
GRADE 12 (0107) paired with PE on alternating days
.5credit
This course is designed to offer specialized instruction in the areas of a student’s identified
disability. Students will gain a greater understanding of their primary learning style and will
develop an inventory of strategies to utilize in the completion and understanding of content area
assignments and materials. These strategies will encourage greater independence in the
management of academic responsibilities. The student should be prepared to actively participate
in this program with necessary materials and a willingness to improve skills (1QP).
63
ELECTIVES
Elective classes will run subject to enrollment. Blue Hills Regional Technical School will do
its very best to provide students with their choice of electives. Please note, however, that
priority will be given to students’ core academic choices, in which case, chosen electives may
not be available.
GRADE 11
SPANISH I (4035)
1 credit
The emphasis of the course will be on real communication in Spanish: reading, writing, and most
of all, speaking. Students will gain the ability to speak and write about themselves, as well as to
request information from others. They will also be introduced to the cultures and geography of
Spain and Latin America, as well as to the many diverse Hispanic cultures within the United
States. Prerequisite: Students need a 73 or better in English II (3QP).
ASTRONOMY (4135)
1 credit
This course provides a practical look into astronomy on a descriptive level. Topics to be
discussed include the study of telescopes, light and the spectrum, the moon, the solar system, and
the newest discoveries in the space program. Other celestial bodies such as comets, asteroids,
meteoroids, pulsars, quasars, nebulae, etc. will be examined. The principal pursuits of the
astronomer are to extend the understanding of the physical nature of the universe to convey this
understanding to students. Learning to star gaze and a trip to the planetarium and a large working
observatory will be used to enrich the course is possible (3QP).
INTRODUCTION TO JOURNALISM (4235)
1 credit
This course is geared toward learning the process of Newspaper publication. Writing news,
sports and entertainment articles, editorials, puff pieces, poetry, cartoons and puzzles, students
acquire the steps necessary to bring a newspaper to its final form, and have fun along the
way! Students have the opportunity to submit their favorite pieces for possible BHR newspaper
publication for each edition (3QP).
WORLD POETRY (4335)
1 credit
Through a variety of poetry from across cultures and time, students will explore poetic constructs
such as metaphors, imagery, rhythm and tone. Students will also write poetry, examine peer
writing, and work towards publishing original works of poetry. This course will also
utilize Poetry Out Loud, as a source for memorization and recitation. In addition to celebrating
poetry, students master public speaking skills, build self-confidence, and learn about their
literary heritage. Students of all writing abilities are encouraged and welcome to take this class
(3QP).
21ST CENTURY COMPUTER SKILLS (4435)
1 credit
21st Century Computer Skills is a computer course designed to introduce and enhance various
software tools using an integrated software programs such as the Microsoft Office Suite and web
platforms such as Google Docs. In this course the students will be able to demonstrate
64
proficiency in the basics of word processing, Access, Excel, Power Point, and Internet research.
The students will use their skills to aggregate information to create Line, Pie, Bar, Stacked and 3D charts, and reports. Students will collaborate to create and present Google Drive documents
and presentations (3QP).
INTRODUCTION TO CRIMINAL JUSTICE (4535)
1 credit
This course is an introductory survey of federal, state and local criminal justice systems
including police, courts, prosecutor, Grand Jury, trial jury, probation, parole, and correctional
system. Gives beginning students broad overview of role of criminal justice in a free society and
provides foundation for all other courses in the program. Emphasizes importance of ethics
in criminal justice system. (3QP).
CURRENT EVENTS (4635)
1 credit
This course helps students develop a broad understanding of the current issues facing America
and the world by exposing them to various forms of media. Students will develop the skills
needed to critically evaluate sources of information. Methods used include films, debate, and
online sources (3QP).
PSYCHOLOGY (4835)
1 credit
This eleventh grade course introduces concepts relative to human behavior and attitude. It
provides tools for analysis so one may learn to recognize concepts and evidence of social
problems, including alcoholism, drug reliance and social maladjustment. It considers the factors
of personality, maturation, perception, learning, establishment of social relationships, and
heredity and environment in one’s psychological development. This course is designed to apply
many of the psychological concepts with assignments and activities to provide students with new
ways of looking at and interpreting the world in which they live (3QP).
GRADE 12
SPANISH II (4037)
1 credit
Spanish II is a continuation of Spanish I, reinforcing and expanding on the program developed in
the first year of language learning. Listening skills and basic speaking ability are further
developed while the student’s vocabulary is expanded, and accuracy is increased. Some short
reading selections with emphasis on culture will be included. Prerequisite: Students need a 73
or better in Spanish I or permission from the instructor (3QP).
COLLEGE WRITING (4237) Fall Semester
0.5 Credit
This course is intended to prepare students for the different kinds of writing that will be required
at the college level. Students will practice writing essays for college applications and complete a
college-level research paper. Only those students serious about preparing for college should
choose this course (3 QP). Linked with second semester Introduction to Public Speaking.
INTRODUCTION TO PUBLIC SPEAKING (4237) Spring Semester
65
0.5 Credit
The purpose of this course is to introduce students to the skills that are essential in presenting
information, both verbally and visually, in a public forum. These skills are regularly utilized at
both the college and career levels. Students will practice by writing and presenting several kinds
of speeches and speech methods, which are typical in the presentation of information to a public
audience (3 QP). Linked with first semester College Writing.
ENVIRONMENTAL SCIENCE and ECOLOGY (4437)
1 credit
This course utilizes the inquiry approach to study how humans interact with current global and
local environments. Humans inhabit both the natural world and a world created by human
society/technology. Environmental science investigates the interaction of these two worlds, the
problems created by this interaction, and possible solutions to these issues. The course will
examine such topics as: biodiversity, ecosystems, population studies, energy and chemical
cycles, conventional and sustainable energy sources, pollution as well as general earth science
concepts (3QP).
CROSS CULTURAL STUDIES (4537)
1 credit
The purpose of this course is to help students to better understand, appreciate, and respect the
diversity of cultures, religions, and customs of people around the world. This course will
introduce students to a variety of cultures through reading, foreign films, and research-based
projects that focus on the experiences of differing modern cultures. Students will learn about
cultural differences and similarities in family structure, beliefs, and traditions. Projects and
writing on religions, anthropology, geography, and sociology will also strengthen students’
world views (3 QP).
ENTREPRENEURSHIP (4637)
1 credit
This course helps students gain an understanding of the business/marketing principles necessary
to start and operate a business. Students will first learn basic economic principles related to
business ownership. They will identify and assess common traits and skills found in
entrepreneurs, explore business opportunities, and compare the risks and rewards of owning a
business. The primary focus of the course is to help students understand the process of analyzing
a business opportunity, determining feasibility of an idea utilizing research, developing a plan to
organize and promote the business and its products/services, and finally, to understand the
capital required, the return on investment desired, and the potential for profit. Entrepreneurship is
designed for students who have an interest in developing the skills, attitudes, and knowledge
necessary for successful entrepreneurs (3 QP).
SOCIOLOGY (4837)
1 credit
This twelfth grade course introduces students to the fundamentals of sociology – the study of
people and how they go about solving the problems they face as a group. The course is a broad
survey of topics and contemporary issues covered through the use of discussions, readings,
lecture notes, activities, popular films, projects and writing assignments. Students examine such
topics as culture, family, class, race, gender, deviance and criminality, and death. This class
66
deals with a number of arguable social issues in a balanced way where students are encouraged
to actively and respectfully participate. This class will benefit students who plan to continue in
careers of criminal justice, nursing, or any field where there is a requirement to work with the
public (3QP).
MUSIC APPRECIATON (4937)
1 credit
The primary purpose of this course is to increase the students’ knowledge and enjoyment of
music. Emphasis is on the elements of music, the characteristic styles of major historical periods
culminating with a review of modern popular music. Students will review the lives and works of
key composers, explore what to listen for, learn how historical events impacted music, artistic
and cultural reflections, and why society liked the music they did. Time periods covered include
the Middle Ages, Renaissance, Baroque, Classical, Romantic, and 20th century classical periods
as well as Jazz, 20th century popular music and world music (3QP).
APPENDIX A
MASSACHUSETTS STATE UNIVERSITITES AND
UMASS MINIMUM ADMISSION REQUIREMENTS
The admissions standards for the state colleges and UMASS emphasize a strong academic high
school background so that students enter college ready to learn. These standards represent
minimum requirements; meeting them does not guarantee admission, since campus officials
consider a wide range of factors in admission decisions. Students shall have fulfilled all
requirements for the high school diploma or its equivalent upon enrollment. It is important to
note that admissions standards for the state’s community colleges differ. Community colleges
may admit any high school graduate or GED recipient.
Freshman Applicants
The admissions standards for freshmen applicants have two main parts:
1. 17 required academic courses.
2. A minimum required grade point average (GPA) earned in college preparatory courses
completed at the time of application.
Applicants must also submit an SAT or ACT score.
Academic Course Requirement
Sixteen college preparatory courses distributed as follows are required. (A course is equivalent to
one full school year of study. Courses count toward the distribution only if passed.)
Effective with the college freshmen class entering fall of 2016, the number of required courses
will increase to 17 with the additional year of math.
67
Minimum Required Grade Point Average (GPA)
The GPA must be achieved based on all college preparatory courses completed at the time of
application and should be weighted for accelerated (Honors or Advanced Placement) courses.
The required minimum weighted high school GPA is 3.0 for the four-year public campuses.
SAT Scores
Applicants who meet the GPA requirement do not have to use the sliding scale for admission,
but still must submit SAT or ACT test scores for consideration if they are applying to a state
university or UMASS within three years of high school graduation.
Sliding Scale (used when GPA is lower than the minimum required GPA)
If an applicant’s GPA falls below the required minimum, a sliding scale will apply.
This scale should be used only when an applicant’s GPA falls below the required 3.0 minimum
for admission to the state universities or UMASS.
The sliding scale, used in making admissions decisions for students with high school grade point
averages falling below the required minimum, will be based upon the combined critical reading
(verbal) and math sections of the SAT.
68
Sliding Scale for Freshmen Applicants to UMASS
NO APPLICANT WITH A HIGH SCHOOL GPA BELOW 2.00 MAY BE ADMITTED
TO A STATE UNIVERSITY OR UNIVERSITY OF MASSACHUSETTS CAMPUS.
Sliding Scale for Freshman Applicants to a State University
Vocational-Technical Student Applicants
Vocational-technical students must complete 16 college preparatory courses, distributed in the
same manner and with the same minimum grade point averages required of other high school
graduates, with the following exceptions:


Two vocational-technical courses may be used to fulfill the two required electives
Vocational-technical high school graduates who do not complete the two required college
preparatory foreign language courses must complete an additional elective college
preparatory course, for a total of three such courses, and satisfy one of the following
options:
1. Complete at least one Carnegie unit of foreign language;
2. Complete a fourth Carnegie unit of mathematics or science, which need not be a
laboratory course; or
3. Complete one Carnegie unit of computer science.
69
Note: A Carnegie unit represents a full academic year of study or its equivalent in a
specific subject.
This requirement will remain in effect until the Department of Education (DOE)
implements its requirements regarding foreign language study for vocational-technical
students. At that time, vocational-technical applicants for admission to UMass and the
state colleges will be required to meet DOE requirements for foreign language study.
APPENDIX B
Admission Policy
BLUE HILLS REGIONAL TECHNICAL SCHOOL
ADMISSION POLICY
This policy is available in multiple languages upon request. Este documento está disponível em múltipla forma de linguagem
sobre petição. Este documento está disponible en múltiples forma del idioma sobre la petición. Ce document est disponible
dans la forme de langue multiple sur demande. Dokiman sa a disponib nan fòm sa a nan plizyè lang sou demann.
I. INTRODUCTION
An admission process is necessary in career and vocational technical education schools where space is a
limiting factor. Each career and vocational technical education program is designed and equipped to serve
a maximum number of students, resulting in the inability to accommodate all applicants. Therefore, a
selection process is necessary to determine which applicants may most benefit from such educational
opportunities. All applicants to Blue Hills Regional Technical School for grades nine through twelve will
be evaluated using the selection criteria contained in this Admission Policy. The Blue Hills Regional
Vocational School District Committee approved this policy.
II. EQUAL EDUCATIONAL OPPORTUNITY
Blue Hills Regional Technical School admits students and makes available to them its advantages,
privileges and courses of study without regard to race, color, sex, religion, national origin, sexual
orientation, gender identity, disability or homelessness status.
If there is a student with limited English proficiency, a qualified representative from Blue Hills Regional
will assist the applicant in completing the necessary forms and assist in interpreting during the entire
application and admission process upon the request of the applicant. Applications are available in
English, Spanish, Portuguese and Creole. Accommodations for any other linguistic groups will be made
upon request.
Students with disabilities may voluntarily self-identify for the purpose of requesting reasonable
accommodations during the entire application and admission process.
Information on limited English proficiency and/or disability submitted voluntarily by the applicant, for
the purpose of receiving assistance and accommodations during the entire application and admission
process, will not affect their admission to the school.
70
III. ELIGIBILITY
Any eighth or ninth grade, including homeless or home schooled, student residing in the Blue Hills
Regional Vocational School District (Avon, Braintree, Canton, Dedham, Holbrook, Milton, Norwood,
Randolph, Westwood) expecting to be promoted by their sending school district is eligible to apply for
fall admission or admission during the school year, subject to the availability of openings at Blue Hills
Regional Technical School. Resident students will be evaluated using the criteria contained in this
Admission Policy. Home schooled students must provide documentation from superintendent showing
approval of curriculum and evidence of work reflecting state benchmarks. Priority for admission is given
to District residents.
Non-residents of the Blue Hills Regional Technical School District may apply for fall admission or
admission during the school year subject to the availability of openings. This is also contingent upon
promotion by their sending school district to the grade they seek to enter. Non-resident students will be
evaluated using the criteria contained in this Admission Policy. A nonresident student seeking admission
to Blue Hills Regional Technical School in grades 9 and 10, under M.G.L. c.74 Sections 7 and 7C must
follow the admission process outlined in this Admissions Policy. All nonresidents will be evaluated and
ranked using the criteria set forth in this Admissions Policy.
Students who begin their enrollment as District residents and move outside of the District during their
enrollment, who request to remain at Blue Hills Regional Technical School as nonresidents under M.G.L.
c74, Section 7 and 7C will be allowed to do so providing that they obtain approval from the
Superintendent of the student’s District of Residence in accordance with the Massachusetts Department of
Elementary and Secondary Education Guidelines for the Vocational Technical Education Program
Nonresident Student Tuition Process located at:
http://www.doe.mass.edu/cte/admissions/nonres_guidelines.html.
In all cases, nonresidents must file a Chapter 74 Vocational Nonresident Student Tuition Application
(located at: www.doe.mass.edu/cte/admissions) with the Superintendent of the student’s district of
residence in accordance with the Massachusetts Department of Education Guidelines for the Vocational
Technical Education Program Nonresident Student Tuition Process pursuant to M.G.L. c.74 located at
http://www.doe.mass.edu/cte/admissions/nonres_guidelines.html.
The student’s parent/guardian or school that has been denied nonresident tuition by the district of
residence may request that the Commissioner review the denial of tuition. The application may be
forwarded to the Massachusetts Department of Elementary and Secondary Education for review within 10
business days of its receipt from the District of Residence in accordance with the Guidelines for the
Vocational Technical Education Program Nonresident Student Tuition Process pursuant to M.G.L. c.74,
M.G.L. c.74. Section 8A requires that the municipality of residence provide transportation to students
admitted to Blue Hills Regional Technical School as nonresidents under M.G.L. c.74 Sections 7 and 7C.
Transfer students from other M.G.L. c.74 state approved vocational technical programs, who move into
the Blue Hills Regional Vocational School District, may apply for fall admission or admission during the
school year to grades 9-12, provided their expectation is to be promoted by their current school to the
grade they seek to enter at Blue Hills Regional Technical School. For Fall Admission to the 9th and 10th
grade, applicants may pursue a different program of study and 11th and 12th grade applicants must pursue
the same program of study at Blue Hills Regional Technical School. For Admission during the current
School Year, 9th grade and 10th grade applicants (during first term only) may pursue a different program
of study. As of second term of 10th, 11th and 12th grade applicants must pursue the same program of
study at Blue Hills Regional Technical School. Transfer students will be evaluated using the selection
criteria contained in this Admission Policy.
71
Students who are homeless will be accepted to Blue Hills Regional Technical School according to the
selection criteria contained in this admission policy.
Students who are formally being home schooled may apply for admission to Blue Hills Regional
Technical School, including admission during the school year, provided all admission selection criteria
are followed. The Home School student’s parent(s)/guardian(s) must submit a copy of the Home School
approval letter from the sending school superintendent. Home schooled students will be accepted to Blue
Hills Regional Technical School according to the selection criteria contained in the admission policy.
IV. ORGANIZATIONAL STRUCTURE
Blue Hills Regional Technical School is a public regional vocational technical school located in Canton,
Massachusetts. It is operated by the Blue Hills Regional Vocational School District, approved by the
Massachusetts Department of Elementary and Secondary Education and accredited by the New England
Association of Schools and Colleges. Blue Hills Regional Technical School is committed to providing
quality academic and career/technical education programs.
It is the responsibility of the Blue Hills Regional’s Superintendent-Director to oversee the administration
of the policies and procedures required to admit and enroll applicants in conformity with this Admission
Policy.
The Blue Hills Regional Technical School Admissions Committee is charged with the process of
selecting applicants for admission. This Committee is comprised of the Director of Admissions and
Financial Aid, the Director of Student Services, and the Assistant- Superintendent/Principal. Additional
staff will be trained on the admission policy, scoring rubric and the interview process to assist in the
admission process, if necessary.
The Director of Admissions and Financial Aid is responsible for supervising all aspects of the admission
process. This includes: the developing and implementation of the admission procedures, processing of
applications, ranking of students, acceptance of students and establishing/maintenance of a waiting list of
acceptable candidates. Additional responsibilities include disseminating information about the school and
collecting applications from sending schools.
According to guidelines set in the District Agreement, there are no quotas for the number of students
eligible to apply or a quota to have a certain number of acceptances from member towns.
Blue Hills Regional Technical School does not participate in the School Choice Program.
V. RECRUITMENT PROCESS
Blue Hills Regional Technical School disseminates information about the school utilizing a variety of
approaches.
Events and timelines of admission activities are developed in the fall. This information is posted on the
school website, provided to guidance offices, principals and superintendents of each sending school
district disseminated to eighth grade students in the districts.
Informational Assembly Programs are scheduled for eighth grade students at district schools. The
information presented includes a recruitment power point, which describes the technical programs,
72
academic courses, cooperative education, special education resources, sports, clubs, other extracurricular
activities and the application process. The Director of Admissions may coordinate other presenters,
which may include administration, guidance, faculty and student representatives.
The Director of Admissions will disseminate recruitment information and applications for admission at
High School Nights for 8th grade students, at private/parochial schools in the District.
An annual open house is held in the fall for all residents of the District. Prospective students and their
parent(s)/guardian(s) have an opportunity to see demonstrations and speak with teachers, staff and
students regarding academic courses, career and technical programs and co-curricular areas.
All eighth grade students are invited to tour the campus. Dates and times are scheduled with the public
middle/junior high schools. Blue Hills Regional provides bus transportation for these students. Interested
students and parents from private/parochial schools and parents are welcome to attend. Dates and time
are available at the district public schools and Blue Hills Regional Technical School; Admissions Office
and website at www.bluehills.org.
All ninth and tenth grade applicants who have not attended a tour may schedule a “Warrior for a Day”
visit. Applicants will shadow a student host through the day visitation program.
The school’s recruitment material describes Open House, the career and technical programs, nontraditional career options, academic courses, sports, clubs, cooperative education and special education
resources. The materials are mailed to every seventh and eighth grade student in the district. It is
distributed during open house and informational sessions. This information is also available on the
school website at www.bluehills.org.
Parent(s)/guardian(s) may schedule individual visits at a mutually convenient time.
VI.
APPLICATION PROCESS
A. APPLICATION PROCESS - FOR FALL ADMISSION TO THE NINTH and TENTH
GRADE
1.
Students interested in applying to Blue Hills Regional Technical School for fall
admission to the ninth and tenth grade must go through the appropriate stages of the process:
The Timeline Guide and Instructions are below. The Timeline Guide provides general dates for
the purpose of this policy document. Reference to the specific dates are published on the
school’s annual Admissions Timeline and Events calendar and posted on our school website at
www.bluehills.org. If the timeline needs to be adjusted, the changes will be posted publically
and on our school website at www.bluehills.org. Applicants will also be notified in writing.
Obtain an Application for Admission, fill out and return it
to their Guidance Counselor/School Designee
Early Fall
Receipt of Completed Applications Form on or before
Third Friday in December
Interviews Completed on or before
Last school day in January
73
Letters of Notification Sent Out on or before
Mid-February
Confirmation by Parents on or before
First Friday in March
Next Round of Notification Letters sent out
Mid-March
(Late Applications and Interviews completed after last day in Jan.)
Next Round of Confirmation by Parents on or before
First Friday in April
The application and notification process will continue until all placements are filled.
Stage 1:
Obtain an application form from their guidance counselor/school designee, as
early in the school year as possible. Applications are also available in our
Admissions Office or by downloading the application from our school website at
www.bluehills.org.
Stage 2:
Return the completed application form to their sending school guidance
counselor/school designee, they will check it, and complete the application
packet. The completed application packet will be submitted to the Admissions
Office.
Stage 3:
Completed application packets may also be sent directly to the Blue Hills
Admissions Office, provided the guidance counselor/school designee has
completed their portion of the application.
Stage 4:
Upon receipt of a completed application packet, each applicant will have an
interview at either their sending school or at Blue Hills Regional.
Applications received after the Third Friday in December deadline, may limit the student’s
opportunity for admission.
2.
Complete applications include:
a.
For Grade 9
1.)
Completed application form (including signature of the parent/guardian.
Student’s signature is recommended but not required).
2.)
The final averages of grade 7 and all current grades for term 1 grade 8 in
English language arts, social studies, math and science from the school
report card.
74
b.
3.)
Completed and signed Attendance Evaluation Form which includes the
sum of unexcused absences from grade 7 and all current unexcused
absences from term 1 of grade 8 from the sending school report card.
4.)
Completed and signed Section "A" Recommendation Form which
provides equitable standards for measuring the sending school’s
recommendation.
5.)
Completed and signed Section B of the Recommendation Form which
includes the sum of discipline record from grade 7 and the current
discipline record from term 1 grade 8 or assessment of behavior from the
school. A complete and current copy of the discipline record will be
included.
6.)
Upon receipt of a completed application packet, each applicant will have
an interview at their sending school or Blue Hills Regional. Our goal is to
have all interviews completed by the last school day in January.
For Grade10
1.)
Completed application form (including signature of the parent/guardian.
Student’s signature is recommended but not required).
2.)
The average of the previous school year and all current grades for term 1
of the current school year in English, social studies, math and science from
the school report card.
3.)
Completed and signed Attendance Evaluation Form which includes the
sum of unexcused absences from the previous school year and term 1 of
the current 9th grade school year’s sending school report card.
4.)
Completed and signed Section "A" Recommendation Form which
provides equitable standards for measuring the sending school’s
recommendation.
5.)
Completed and signed Section B of the Recommendation Form which
includes the sum of discipline record from the previous school year and
the term 1 of the current 9th grade school year or assessment of behavior
from the school. A complete and current copy of the discipline record will
be included.
75
6.)
Following receipt of a completed application packet, an interview with
each Applicant will take place at Blue Hills Regional. Our goal is to have
all interviews completed by mid-May.
3. If incomplete applications are received, the following procedures will be followed:
a.
The Admission Office will notify the applicant’s Guidance Counselor/school
designee responsible for submitting the application that the application is
incomplete. This notification will specify what is needed for completion.
b.
The applicant's parent(s)/guardian(s) will be notified by our Admission Office in
the event that the problem is not resolved by the applicant’s Guidance
Counselor/school designee. The notification specifies what part(s) of the
application are missing.
c.
If after notifying the applicant’s Guidance Counselor/school designee and
parent(s)/guardian(s), the application remains incomplete for ten school days, the
application will be placed on ‘inactive’ status, until such time as the additional
information is received.
B. APPLICATION PROCESS - FOR ADMISSION TO THE NINTH AND TENTH
GRADES FOR THE CURRENT SCHOOL YEAR
1.
Students interested in applying to Blue Hills Regional Technical School for admission for
the current school year must:
Stage 1:
Obtain an application from their guidance counselor/school designee.
Applications are also available in our Admissions Office or by
downloading the application from our school website at
www.bluehills.org.
Stage 2:
Return the completed application form to their sending school guidance
counselor/school designee, they will check it, and complete the application
packet. The completed application packet will be submitted to the Blue
Hills Admissions Office.
Stage 3:
Completed application packets may also be sent directly to the Blue Hills
Admissions Office, provided the guidance counselor/school designee has
completed their portion of the application.
76
Stage 4:
Upon receipt of a completed application packet, each applicant will have
an Interview at Blue Hills Regional. If the applicant or parent/guardian
cannot provide transportation, the Director of Admissions or a
representative will go to the school to interview the applicant.
Applications received after the first school day of October, may limit the student’s opportunity
for admission.
2.
3.
It is the responsibility of the applicant’s Guidance Counselor/school designee to:
a.
complete their portion of the application form.
b.
forward the completed application to the Director of Admissions at Blue
Hills Regional Technical School. Complete applications include:
1.)
Completed application form (including signature of the parent/guardian.
Student’s signature is recommended but not required).
2.)
For applications to grades 9 and 10 (admission during the school year),
submit the previous school year and the current school year to the date of
the application grades in English language arts, social studies, math and
science. An official report card is required.
3.)
For applications to grades 9 and 10 (admission during the school year),
submit the previous school year and the current school year to the date of
the application unexcused absences from the official report card.
4.)
For applications to grades 9 and 10 (admission during the school year),
submit the previous school year and the current school year to the date of
the application assessments of behavior reports from the school. A
complete and current copy of the discipline record will be included.
5.)
For applications to grades 9 and 10 (admission during the school year) the
sending school's recommendation is required.
6.)
Following receipt of a completed application packet, an interview with
each applicant will take place at Blue Hills Regional. Our goal is to have
all interviews completed by First Friday in November.
If incomplete applications are received, the following procedures will be followed:
77
a.
The Admission Office at Blue Hills Regional will notify the applicant’s Guidance
Counselor/school designee responsible for submitting the application, that the
application is incomplete. This notification will specify what is needed for
completion.
b.
The applicant's parent(s)/guardian(s) will be notified by the Admission Office in
the event the problem is not resolved by their Guidance Counselor/school
designee.
c.
If after notifying their Guidance Counselor/school designee and
parent(s)/guardian(s) the application remains incomplete for ten school days, the
application will be placed on ‘inactive’ status, until such time as the additional
information is received.
C. LATE APPLICATIONS
Applications received after Third Friday in December and/or interviews completed after the last
school day in January will be evaluated using the same criteria as other applications and their
composite score will be integrated in rank order on the established waiting list.
D. TRANSFER STUDENTS
Applications from students who are enrolled in a state-approved (Chapter 74) Vocational
Technical School program in another school (transfer students) will be considered for admission)
if they relocate away from their current school. For Fall Admission to the 9th and 10th Grade,
applicants may pursue a different program of study and 11th and 12th Grade applicants must
pursue the same program of study at Blue Hills Regional Technical School. For Admission
during the current School Year, 9th grade applicants and 10th grade applicants during their first
term may pursue a different program of study. As of second term of 10th, 11th and 12th Grade
applicants must pursue the same program of study at Blue Hills Regional Technical School. All
transfer applicants must be interviewed by Blue Hills Regional Technical School. If the applicant
or parent/guardian cannot provide transportation, the Director of Admissions or a representative
from the admissions staff at Blue Hills Regional Technical School will go to the applicant’s
school to interview the applicant. Their applications will be evaluated according to the provisions
of this Admission Policy.
78
E. WITHDRAWN STUDENTS
Students who withdraw from Blue Hills Regional Technical School and who are attending or not
attending another high school may reapply to Blue Hills Regional following the procedures
contained in this admission policy and will be evaluated using the criteria contained in this
Admission Policy. A student who has withdrawn from Blue Hills is not guaranteed an
acceptance.
VII. SELECTION CRITERIA
Completed applications are processed by the Admission Committee using weighted
admissions criteria. Each applicant will be assigned a score derived from the sum of the sub
scores of the following criteria:
A.
Scholastic Achievement:
Maximum 20 points
Grade Averages
Points
90 – 100 (A)
20
80 – 89 (B)
15
70 – 79 (C)
10
60 – 69 (D)
5
0 – 59 (F)
0
For applications for grade 9 (fall admission), the average of grade 7 and term 1 grade 8 marks in
English, social studies, mathematics and science from the sending school report card are
required. For applications for grades 10 (fall admission) the average of the previous school year
and term 1 of the current school year marks in English, social studies, mathematics and science
from the sending school report card are required. For applications to grades 9 and 10 (admission
during the school year) the previous school year and the current school year to the date of the
application marks in English, social studies, mathematics and science from the sending school
report card are required.
79
B. Attendance:
Maximum 15 points
Number of
Unexcused Absences
0–2
Points
15
3-4
10
5-6
5
7 or more
0
For applications to grade 9 (fall admission), the sum of grade 7 and term 1 grade 8 unexcused
absences from the school report card are used. For applications to grades 10 (fall admission) the
sum of the previous school year and term 1 current school year unexcused absences from the
sending school report card are used. For applications to grades 9 and 10 (admission during the
school year) unexcused absences from the five previous completed terms will be used.
C. School Discipline/Conduct:
Maximum 15 points
Discipline/Conduct Rating
Points
Excellent
0-1 Detention and/or 0 Suspensions
15
Above Average
2-4 Detention and/or 0 Suspensions
10
Average
2-4 Detention and/or 1 Suspension
5
Below Average
5-9 Detentions and/or 2-3 Suspensions
3
Poor
10 + Detentions and/or 4 + Suspensions
0
For applications to grade 9 (fall admission), the sum of grade 7 and term 1 grade 8 assessments
from the sending school are used. For applications to grade 10 (fall admission) the sum of the
previous school year and term 1 current school year assessments from the sending school are
used. For applications to grades 9, 10 (admission during the school year) the school
discipline/conduct from the five previous completed terms will be used.
80
D. Sending School’s Recommendation:
Maximum 5 points
Rating
Points
Excellent
5 – 4.5
Above Average
4 – 3.5
Average
3 – 2.5
Below Average
2 – 1.5
Poor
1 – 0.0
E. Interview:
Maximum 45 points
Rating
Points
Excellent
37 - 45
Above Average
28 - 36
Average
19 - 27
Below Average
10 - 18
0–9
Poor
After points are given in each area, the points are totaled for each applicant. A maximum total of
one hundred (100) points can be earned.
81
VIII. SELECTION PROCESS
The Admission Committee at Blue Hills Regional Technical School will examine, discuss and
make recommendations for action on the applicants.
The Admission Committee considers scholastic achievement, attendance, school behavior,
sending school’s recommendation and interview results. Applications are reviewed, processed
and assigned points by grade level.
After a point total for each resident applicant has been determined, all resident applicants are
placed in order of their "point total". Resident applicants are then accepted in order of the point
total they have achieved. The resident applicant with the highest point total is accepted first, the
resident applicant with the second highest point total is accepted second, and so on until all seats
are filled. All resident applicants are accepted, declined, or placed on a waiting list. If openings
occur, the seats are filled by accepting resident applicants from the waiting list. These resident
applicants, like those accepted earlier, are accepted in order of their place on the waiting list
determined by the total points given according to the selection criteria. The waiting list is valid
for the current school year.
Non-resident applicants are evaluated using the criteria in this Admission Policy and will be
placed on the waiting list after the resident applicants. Non-resident applicants on the waiting list
will only be accepted if all resident applicants on the waiting list have been accepted. Nonresident applicants for Fall Admission will be considered only after the first Friday in May.
All applicants whose completed application forms are received on or before the Third Friday in
December application deadline date will be interviewed. It is expected that application packets
and interviews will be completed by the last school day in January. If after notifying the
applicant’s Guidance Counselor/school designee and parent(s)/guardian(s), the application
remains incomplete for ten school days, the application will be placed on ‘inactive’ status, until
such time as the additional information is received.
Applications received and interviews completed after the last school day in January will be
evaluated using the same criteria as other applications and their composite score will be
integrated in rank order on the established waiting list. Applicants will be notified of their status
by a letter to the student by Mid- February. Applicants whose completed application packets are
not received and have not been interviewed by Mid-January will receive a letter informing them
of their status.
Accepted students must notify the Admissions Office of their intention to attend Blue Hills
Regional by the first Friday in March. If no such notification is received, applicants on the
waiting list will be accepted in their place. Thus a second round of acceptance letters will be sent
by Mid-March. The number of acceptance letters sent will be based on the number of unfilled
openings. Please note that students accepted in the initial round who notify the Admissions
82
Office after the Confirmation deadline of the first Friday in March will be placed on the wait list
based on their rank order score. Accepted students from the second round must notify the
Admissions Office of their intention to attend Blue Hills Regional by the first Friday in April. A
third round of acceptances will take place, if openings remain, based on the process described
above.
All notifications will state that the admissions decision is conditional on meeting the
requirements noted in the Enrollment section of the policy.
IX. ENROLLMENT
In order to enroll at Blue Hills Regional Technical School for the fall, applicants must have been
promoted to the grade they wish to enter by their sending school district. In addition, they must
have passed courses in English language arts or the equivalent and mathematics for the school
year immediately preceding their enrollment at Blue Hills Regional Technical School. An
official final transcript of grades/report card is required to be submitted to the Director of
Admissions prior to enrollment. Students who fail English Language Arts or its equivalent or
mathematics in their current grade will be required to take and pass comparable make-up
course(s) in a summer school program, if eligible, provided by their local school district or
another school district. The applicant’s sending school must submit the final summer school
course grade(s) and passing update on their final transcript of grades.
Applicants will be advised to make up any failed courses required for promotion and/or
graduation.
Acceptance and enrollment at Blue Hills Regional Technical School is based upon the accuracy
and completeness of the student’s application. Blue Hills Regional Technical School reserves
the right to revoke its acceptance of any student, at any time, if it determines that the student, the
student’s parent/guardian(s), or the student’s sending school district provided inaccurate,
incomplete, or misleading information during the application process.
All accepted incoming students will participate in a placement testing. Additionally, prior to the
first day of school, and in accordance with the Massachusetts State Law, updated physical
examination and immunization records of incoming students must be forwarded to Blue Hills
Regional Technical School.
X.
VOCATIONAL TECHNICAL PROGRAM PLACEMENT
All ninth graders who enroll in Blue Hills Regional Technical School participate in a technical
exploratory program. First, the mini exploratory program is the preliminary introduction to Blue
83
Hills Regional’s technical program offerings. For the mini exploratory, students rotate through
technical programs for one period of time (about 40 minutes). Students then choose the top nine
(9) vocational technical programs they wish to explore for a one-week (approx. 30 hours) period
of time during nine (9) technical week cycles. A universal exploratory evaluation form is used
by each technical program. Each student will be assigned a total score derived from the sum of
the sub scores (points) in the following areas: Tech-Related, completeness of Work, Safety,
Preparedness, Respect and Behavior, and Quality of Work and Participation. Each area will
receive a sub score from 0 – 4 points. Once points are awarded in each area, the points are
totaled to arrive at a score for each student. A maximum total of 28 points (total score) can be
earned. The grading scale used is “A” = 26 - 28 points; “B” = 22 – 25 points; “C: = 17 – 21
points; “D” = 12 – 16 points; “F” = 0 – 11 points. At the end of the last exploratory, each
student selects his/her technical program of choice, as well as a second and third choice.
Students are permitted to choose a technical program they received fewer than twelve (12) points
or equivalent of an “F” on the universal exploratory evaluation form based on available space.
In the instance that a student were to receive fewer than twelve (12) points in all technical
programs explored, a meeting would take place with the student, parent(s)/guardian(s), guidance
counselor and Director of Vocational Programs. A list of technical programs with openings
would be reviewed and students are able to explore additional technical programs they had not
previously explored. Students are then placed in a technical program in accordance with the
placement formula described in the next paragraph.
Students are admitted into the technical program of their choice based on the total point
score/grade they received in that program. The student with the highest total point score/grade
for a technical program is admitted first. The student with the next highest point total
score/grade is admitted second, and so on. In the event that equal grades are earned by multiple
students applying to the same vocational program, consideration will be given to the grades
earned by those students in their other exploratory programs. For example, if two students
earned a 26 in Culinary Arts and only one seat is available, the student with the highest overall
average of all Exploratory grades will be placed in Culinary Arts. The second student would be
placed in his/her second choice program. If the seats in the technical program are full before a
student gets his/her first choice, the guidance counselor then moves to the student’s second or
third choice depending upon whether there is an opening in the specific technical program(s).
Again, the student is admitted to the second or third choice of technical program in order of
his/her rating for the technical program. If a student is not placed in his/her first, second or
third choice of program, the guidance counselor will meet with the student and present a list of
the technical programs with openings and invite the student to choose one not previously
explored. The guidance counselor counsels the students’ and the students’ parent(s)/guardian(s)
on the different options that are available. If the student chooses a technical program in which
he/she previously explored, the technical program placement will be made. If the student elects
to explore a new technical program, he/she will be evaluated on the same criteria and scale as is
used during the regular exploratory program.
84
Students who enroll at Blue Hills Regional in the tenth grade may explore the technical programs
that have openings. Students are evaluated using the same criteria and scale during the period of
exploration. If the number of enrollees seeking a technical program exceeds the number of
openings, the evaluative total point score/grades would determine the placement. Additional
guidance is available to students and parents.
Students who wish to transfer from one technical program to another during the school year may
apply for transfer. Transfer requests will be considered subject to the availability of openings in
the requested program. Each transfer applicant will be interviewed and counseled individually to
determine the appropriateness of the transfer for the particular student. Transfers will not occur
without parent(s)/guardian(s) permission.
XI.
REVIEW and APPEALS
Acceptance at Blue Hills Regional Technical School is based upon the accuracy of the admission
criteria information provided by the sending school district and the accuracy of information
provided by parents/guardians and students on the admission application form.
Upon the receipt of a letter from the Admissions Committee of the Blue Hills Regional
Technical School indicating that the applicant has not been accepted or placed on the wait list,
the parent(s)/guardian(s) and/or applicant may appeal the decision to the Blue Hills Regional
Director of Admissions. The appeal must be in the form of a letter that states the reasons(s) why
they think the decision should be reconsidered. The appeal letter must arrive within thirty (30)
days of the date on the non-accept
85